Cumberland County Technical Education Center...4 Employee, Guest, and Visitor Accommodation Requests...

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Cumberland County Technical

Education Center

2020-2021

Course Description

Guide

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CUMBERLAND COUNTY

TECHNICAL EDUCATION

CENTER

Grades 9-12

Course Description

Guide

2020-2021

Notice of Non-Discrimination

In accordance with federal law, USDE Guidelines IV-O, Title VI: 34 C.F.R. § 100.6 (d), this notice shall serve to advise

students, parents, employees and the general public that all Career and Technical Education (CTE) opportunities

offered by Cumberland County Board of Vocational Education will be available to all students regardless of race,

color, national origin, gender or disability.

Cumberland County Board of Vocational Education is committed to maintaining environments for all students,

employees and visitors that are free from discrimination and harassment. In accordance with State and Federal law,

Cumberland County Board of Vocational Education does not discriminate and prohibits discrimination on the basis

of the following protected classes and/or characteristics, in all of its programs and activities, including but not limited

to, employment, promotion, admissions, and access to all career and technical programs: race; creed; color; sex;

gender; pregnancy; gender identity or expression; national origin; nationality; age; ancestry; marital status, domestic

partnership, or civil union status; religion; affectional or sexual orientation; atypical hereditary cellular or blood trait;

genetic information; liability for military service; protected veteran status; mental or physical disability (including

perceived disability, AIDS and HIV-related illnesses); harassment (related to any of the forgoing categories);

retaliation for filing a complaint of, or participating in an investigation of discrimination; and any other category

protected by law.

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Cumberland County Board of Vocational Education offers courses that may lead to certificates in CTE. Our CTE

courses are in, but not limited to, the following subject areas:

● Automotive Technology

● Construction Trades

● Cosmetology

● Culinary Arts

● Engineering Technology

● Health Science and Medicine

● Information Technology

● Law Enforcement

● Studio Production and Broadcasting

● Welding

Cumberland County Board of Vocational Education Admissions

Students are admitted into Cumberland County Board of Vocational Education programs without regard to race,

color, national origin, gender or disability. CTE courses, program offerings, information and admission criteria can be

found by visiting www.cctecnj.org The Board will take steps to ensure that the lack of English-language proficiency

will not be a barrier to admission and participation in CTE programs.

Complaints and Requests for Accommodations

The following individuals have been designated to handle complaints and inquiries, as indicated:

Complaints

Mr. Andres Lopez

Affirmative Action Officer/Title IX Coordinator

3400 College Drive

Vineland, NJ 08360

[email protected]

856-451-9000

All complaints of discrimination, including those concerning Affirmative Action/Title IX, should be directed to Mr.

Lopez.

Student Accommodation Requests

Dr. Celese Nolan

Assistant Principal

3400 College Drive

Vineland, NJ 08360

[email protected]

856-451-9000

All requests for accommodations from Cumberland County Board of Vocational Education students, pursuant to

Section 504 or the ADA, should be directed to Dr. Nolan.

http://www.cctecnj.org/

mailto:[email protected]


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Employee, Guest, and Visitor Accommodation Requests

Dr. Celese Nolan

Assistant Princpal

Section 504 Administrator and ADA Coordinator

3400 College Drive

Vineland, NJ 08360

[email protected]

856-451-9000

All requests for accommodations from Cumberland County Board of Vocational Education employees, guests, and

visitors, pursuant to Section 504 or the ADA, should be directed to Dr. Nolan, the Section 504 Administrator and

ADA Coordinator. All matters, other than student accommodation requests and complaints, also may be directed to

Dr. Nolan.

Consejo de Education Professional del Condado de Cumberland

Notificación Anual Pública

Sobre la Educación de Carrera y Técnica

De acuerdo con medidas de ley federal, USDE Guidelines IV-O, Title VI: 34 C.F.R. § 100.6 (d), esta notificación servirá

para notificar alumnos, padres, empleados y el público en general que toda oportunidad de la Educación de Carrera

y Técnica (la ECT) ofrecida por el Consejo de Education Professional del Condado de Cumberland será disponible a

todo alumno sin consideración a rasa, color, origen nacional, género o discapacidad.

Consejo de Education Professional del Condado de Cumberland está comprometida a mantener climas para todos

alúmnos, empleados y visitantes libres de discriminación y hostigamiento. En acuerdo con la ley Estatal y Federal,

Consejo de Education Professional del Condado de Cumberland no discrimina y prohibe la discriminación a base de

las siguientes clases y/o características, en todos sus programas y actividades, incluyendo pero no limitado al empleo,

promoción, admisiones, y acceso a todos los programas técnicos y de carrera: raza, creencia, color, sexo, género,

embarazo, identidad o expresión de género, orígen nacional, nacionalidad, edad, descendencia, estatus civil,

asociación doméstica, unión civil, religión, orientación sexual o de afecto, rasgo de sangre o celular atípico,

información genética, responsabilidad por servicio militar, estatus de veterano protegido o discapacidad mental o

física (incluyendo la discapacidad percibida, SIDA y enfermedades relacionadas con el VIH); hostigamiento

(relacionado a cualquier de estas categorias); represalia por entregar una queja de, o participar en una investigación

de discriminación; y cualquier otra categoría protegida por ley.

Consejo de Education Professional del Condado de Cumberland ofrece cursos que pueden dar lugar a certificados en

CTE. Nuestros cursos de CTE están en, pero no limitado a, las siguientes materias:

Tecnología Automotor

Construcción Comercio

Cosmetología

Artes culinarias

Tecnología de Ingeniería

Ciencias de la Salud y Medicina

Tecnología Información

Cumplimiento de la Ley

Producción de Estudio y Radiodifusión

Soldadura

Consejo del Condado de Cumberland de Admisiones de la Educación Vocacional

Alumnos son admitidos a los programas CTE de Consejo de Educación Profesional del Condado de Cumberland sin

consideración a raza, orígen nacional, género o discapacidad. Cursos y programas de ETC y critérios de admisión se


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encuentran en nuestro catálogo en linea: www.cctecnj.org El Consejo de Educación Profesional del Condado de

Cumberland tomará medidas para asegurar que la falta de facilidad con el inglés no será un obstáculo para la

admisión y la participación en los programas de ECT.

Quejas y Pedidos para Adaptaciones Razonables

Los siguientes indivíduos han sido designados para responder a quejas y preguntas, según indicado:

Quejas

Señor Andres Lopez

Acción Afirmativo/Coordinador de Título IX

3400 College Drive

Vineland, NJ 08360

[email protected]

856-451-9000

Toda queja de discriminación, inclusive aquellas relevantes al Acción Afirmativo /Título IX será dirijida al Señor

Andres Lopez.

Pedidos de Adaptación Razonable de Parte de Alúmnos

Dr. Celese Nolan

3400 College Drive

Vineland, NJ 08360

[email protected]

856-451-9000

Todo pedido de acomodo razonable de parte de alúmnos de la Union County College, en respuesta a la Sección 504 o

la ADA, será dirijido al Dr. Nolan.

Pedidos de Adaptación Razonable de Parte de Empleados, Invitados, o Visitantes

Dr.Celese Nolan

3400 College Drive

Vineland, NJ 08360

[email protected]

856-451-9000

Todo pedido de adaptación razonable de parte de empleados, invitados, o visitants del Consejo de Education

Professional del Condado de Cumberland, en respuesta a la Sección 504 o la ADA, sera dirijido al Dr.Nolan, el

Administrador de la Sección 504 y Coordinador de la ADA. Cualquier otro asunto, con la excepción de pedidos de

acomodo razonable de parte de alúmnos y quejas, también se podrá dirijir al Dr.Nolan.

Contents of this Guide

Please note that the contents of this guide are subject to change based upon administrative discretion.

http://www.cctecnj.org/


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Cumberland County Technical Education Center

3400 College Drive

Vineland, NJ 08360

P: 856-451-9000 F: 856-453-1118

Cumberland County Board of Vocational Education

Ms. Ruth A. Hands – Board President

Ms. Christy DiLeonardo – Board Vice President

Ms. Patricia Gross

Ms. Sheila McCann

Mr. Ernesto Ortiz

Mr. John Redden

Ms. Leslie White-Coursey – Executive County Superintendent

Mr. Mitchell H. Kizner, Board Solicitor

Administration

Dr. Dina Rossi, Superintendent

Ms. Megan Duffield, Business Administrator

Mr. Gregory McGraw, Principal

Mr. David Biaselli, Assistant Principal

Mr. William Briggs, Assistant Principal

Dr. Celese Nolan, Assistant Principal

Dr. Katelyn Skinner, Assistant Principal

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Table of Contents

A Message from the Principal ................................................................................................................ 10

A District Focused on Career and Technical Education (CTE) ......................................................... 11

Graduation Requirements ...................................................................................................................... 13

Graduation Options ................................................................................................................................. 15

Early College High School ...................................................................................................................... 16

Grading ...................................................................................................................................................... 17

Guidance and Counseling Options ....................................................................................................... 21

Program of Study Offerings ................................................................................................................... 22

ENGINEERING PROGRAM OF STUDY ......................................................................................... 23

Pathway Description .......................................................................................................................... 23

Course Sequence ................................................................................................................................. 24

Course Credits .................................................................................................................................... 25

Course Descriptions ............................................................................................................................ 26

HEALTH SCIENCE AND MEDICINE PROGRAM OF STUDY ................................................... 28


Course Sequence ................................................................................................................................. 29

Course Credits .................................................................................................................................... 30


INFORMATION TECHNOLOGY PROGRAM OF STUDY .......................................................... 33


Course Sequence ................................................................................................................................. 34

Course Credits .................................................................................................................................... 35


LAW ENFORCEMENT PROGRAM OF STUDY ............................................................................ 38


Course Sequence ................................................................................................................................. 39

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Course Credits .................................................................................................................................... 40


STUDIO PRODUCTION AND BROADCASTING PROGRAM OF STUDY .............................. 44


Course Sequence ................................................................................................................................. 45

Course Credits .................................................................................................................................... 46


Program Offerings ................................................................................................................................... 50

AUTOMOTIVE TECHNOLOGY PROGRAM ................................................................................. 51


Course Sequence ................................................................................................................................. 52

Course Credits .................................................................................................................................... 53


CONSTRUCTION TRADES PROGRAM ......................................................................................... 56


Course Sequence ................................................................................................................................. 57

Course Credits .................................................................................................................................... 58


COSMETOLOGY PROGRAM ............................................................................................................ 61


Course Sequence ................................................................................................................................. 62

Course Credits .................................................................................................................................... 63


CULINARY ARTS PROGRAM .......................................................................................................... 66


Course Sequence ................................................................................................................................. 67

Course Credits .................................................................................................................................... 68


WELDING ENGINEERING PROGRAM ......................................................................................... 71

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Course Sequence ................................................................................................................................. 72

Course Credits .................................................................................................................................... 73


Academics and Electives ......................................................................................................................... 76

English ................................................................................................................................................... 77

Health and Physical Education .......................................................................................................... 80

Mathematics .......................................................................................................................................... 82

Science.................................................................................................................................................... 86

Social Studies ........................................................................................................................................ 90

Visual Arts ............................................................................................................................................ 94

World Language ................................................................................................................................... 95

Electives ................................................................................................................................................. 99

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A Message from the Principal

Mission Statement

The Mission of Cumberland County Technical Education Center is to provide all of our students with a

pathway into the global workforce with advanced educational options.

Core Values

We have established core values to drive our mission statement. All programmatic, academic, and

administrative policies and procedures are developed with these core values in mind.

C.C. College & Career Readiness: All students will leave CCTEC college and career ready. Our goal is

to prepare all students through a rigorous academic program that includes opportunities to

enroll in Advanced Placement courses and courses that have articulated credit with colleges and

universities. In addition, all students will leave CCTEC with industry licensure/certification and

the skills needed to be successful in any industry.

T Technology & Innovation: CCTEC is a high school of innovation! As our logo depicts, our

students and staff think outside of the box. In our ever-changing, global economy, we are

preparing our students for jobs that haven’t been created and for problems that do not yet exist.

In addition to being academically rigorous, our curriculum is project-based and requires students

to analyze, synthesize, collaborate, evaluate, and create solutions to real problems.

E Excellence & Leadership: CCTEC is committed to excellence and to fostering the next generation

of leaders! We provide our students with numerous leadership experiences in our curricular and

co-curricular program and hold our staff and administration accountable to the highest level of

excellence.

C Citizenship: In addition to preparing the next generation of mechanics, engineers, doctors, and

more, we want to ensure that we are promoting and supporting strong values of citizenship.

CCTEC believes a good citizen is someone who takes responsibility for his/her actions, works

diligently in his/her profession, contributes to the community, respects others and their property,

helps those who are not in a position to help themselves and continues to keep informed about

the world around him/her. To that end, our student code of conduct was developed with the

goal of creating responsible and accountable citizens.

College & Career Readiness, Technology & Innovation, Excellence & Leadership, and Citizenship are

CCTEC’s core values. When students leave CCTEC, our expectation is that they leave with the education,

certification, and skill set to be New Jersey’s next generation of innovative leaders!

Greg McGraw

Principal

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A District Focused on Career and Technical Education (CTE)

The information contained within this guide provides the direction needed to capture the career

interests of CCTEC students while preparing to meet the demands required for graduation in

the State of New Jersey. These innovative career-centered programs have been developed to

accommodate all students in the school system. Their purpose is to assist children and their

parents/guardians in knowing the plan to achieve certain goals in preparing for the students'

future professions and careers while current interests and goals are taken into consideration.

In order to develop appropriate college and career pathways, Cumberland County Technical

Education Center has developed both Program and Program of Study course sequences. Both

pathways set students up to pursue advanced educational options through dual college credits.

This is accomplished by having students automatically dual enrolled at Cumberland County

College beginning with their freshman year and continuing throughout their four years in high

school.

Although there are many similarities between the school-offered programs and programs of

study, there is one major difference. Enrolling in a Program (i.e. Automotive Technology,

Construction Trades, Cosmetology, Culinary Arts, and Welding Engineering) will allow

students to graduate with work credentials to begin a career directly after high school. It is

important to note that this does not restrict students to this outcome but provides it as an

option. Selecting a Program of Study (i.e. Engineering Technology, Health Science and

Medicine, Information Technology, Law Enforcement, and Studio Production and

Broadcasting), on the other hand, will provide more of a foundation for students to continue

their education at either a two or four year institution directly after high school. Many of these

Programs of Study (and some selected Programs) also provide for more dual college credit

through the career-specific courses that are taken by students.

Cumberland County Technical Education Center has established the following five (5) Programs

to assist students in the preparation of future career goals.

1. Automotive Technology

2. Construction Trades

3. Cosmetology

4. Culinary Arts

5. Welding Engineering

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Cumberland County Technical Education Center has established the following five (5) Programs

of Study to assist students in the identification of future career goals.

1. Engineering Technology

2. Health Science and Medicine

3. Information Technology

4. Law Enforcement

5. Studio Production and Broadcasting

Each of the above noted Programs or Programs of Study correlate to one of the following sixteen

(16) nationally recognized career clusters: Agriculture, Food & Natural Resources, Architecture &

Construction, Arts, A/V Technology & Communications, Business, Management & Administration,

Education & Training, Finance, Government & Public Administration, Health Science, Hospitality &

Tourism, Human Services, Information Technology, Law, Public Safety, Corrections & Security,

Manufacturing, Marketing, and STEM.

The Programs and Programs of Study established by the district aim to:

Help students make career decisions;

Identify how specific courses correspond to specific careers; and

Improve students’ skills and increase their potential for employability and further training and

education.

Additionally, the goals of these above noted Programs and Programs of Study prepare students to

create a career plan that:

Helps them to understand and have knowledge of a variety of jobs within a career field;

Creates awareness of training and educational opportunities; and

Provides opportunities for training, re-training and further education.

For more information on the specific career clusters, please visit www.careertech.org/career-

clusters.

http://www.careertech.org/career-clusters

http://www.careertech.org/career-clusters

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Graduation Requirements

A graduating student must have earned a minimum of one hundred twenty credits in courses

designed to meet all of the New Jersey Student Learning Standards including, but not limited

to, the following credits:

1. At least 20 credits in language arts literacy

2. At least 15 credits in mathematics (must include algebra, geometry, and a 3rd year math

based upon algebra and geometry)

3. At least 15 credits in social studies

4. At least 15 credits in science

5. At least 15 (3.75 per year) credits in health, safety, and physical education

6. At least 5 credits in visual and performing arts

7. At least 5 credits in world languages

8. At least 2.5 credits in economics/financial literacy

9. Technological literacy, consistent with the New Jersey Student Learning Standards,

integrated throughout the curriculum

10. At least 5 credits in consumer, family, and life skills; career; or vocational-technical

education

11. Electives as determined by the high school program sufficient to total a minimum of one

hundred twenty credits

Additional Graduation Requirements

1. Attendance requirements as indicated in Policy and Regulation 5200;

2. Any statutorily mandated requirements for earning a high school diploma;

3. Any Statewide assessment graduation requirements as determined by the New Jersey

Department of Education;

4. A graduating student must have earned a minimum of thirty credits in career and

technical education courses. Credit shall be only awarded through the successful

sequential completion of courses as outlined by program course sequences (designated

in the Course Description Guide).

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CCTEC Qualifying Courses

SUBJECT REQUIRED CREDITS ELIGIBLE COURSES

LANGUAGE ARTS

LITERACY

20 English I, II, III, IV; AP Language and

Composition; AP Literature and

Composition

MATHEMATICS 15 Algebra I, Geometry, Algebra II,

Precalculus, Calculus, AP Calculus AB,

AP Calculus BC

SCIENCE 15 Biology, Chemistry, Physics, Integrated

Science, AP Biology, AP Physics I, AP

Chemistry

SOCIAL STUDIES 15 World History, US History I, US History

II, Pre-AP US History I, AP US History II

FINANCIAL, ECONOMIC,

BUSINESS, AND

ENTREPRENEURIAL

LITERACY

2.5 CTE Seminar, Financial Literacy

HEALTH, SAFETY, AND

PHYSICAL EDUCATION

15 9-12 PE/HE

VISUAL AND

PERFORMING ARTS

5 Applications in Art, Graphic Design

WORLD LANGUAGES 5 Spanish I, II, III, IV; Heritage Spanish I,

II, III; AP Spanish

21ST CENTURY LIFE AND

CAREERS, OR CAREER-

TECHNICAL EDUCATION

5 All CTE-related courses fall in this

category

Please note that students must earn additional credits outside of the ones outlined in this chart

in order to meet the 120 credit minimum state requirement.

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Graduation Options

Individualized Student Learning Opportunities

The 120 credit requirement set forth in N.J.A.C. 6A:8-5.1 may be met in whole or in part through

program completion of a range of experiences that enable students to pursue a variety of

personalized learning opportunities, as follows:

The district shall establish a process to approve individualized student learning opportunities

that meet or exceed the New Jersey Student Learning Standards.

Individualized student learning opportunities in all New Jersey Student Learning Standards

areas include, but are not limited, to the following:

1. Independent study;

2. Online learning;

3. Study abroad programs;

4. Student exchange programs; and

5. Structured learning experiences, including, but not limited to, work-based

programs, internships, apprenticeships, and service learning experiences.

Individualized student learning opportunities based upon specific instructional objectives

aimed at meeting or exceeding the New Jersey Student Learning Standards shall:

1. Be based on student interest and career goals as reflected in the Personalized

Student Learning Plans;

2. Include demonstration of student competency;

3. Be certified for completion based on the district process adopted; and

4. Be on file in the school district and subject to review by the Commissioner or

designee.

Students wishing to apply for or explore individualized learning opportunities must meet with

their Guidance Counselor.

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Early College High School

The district shall also establish a process to approve post-secondary learning opportunities that

may consist of dual enrollment coursework at accredited higher education institutions.

Please visit the school’s website for more information on our Early College High School

Program. Click on the “Academics” tab and then “Early College High School.” This will

provide access to dual credit and dual enrollment opportunities available by program within

the school.

There is also a detailed handbook titled “Early College High School Handbook” that includes

all necessary information. The website is also listed below:

https://www.cctecnj.org/guidance-department/early-college-high-school/

https://www.cctecnj.org/guidance-department/early-college-high-school/

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Grading

One of the primary purposes of grades is to provide specific and accurate feedback on a

student’s ability and performance in relation to the course material and curriculum. As such,

Cumberland County Technical Education Center (CCTEC) has adopted the following grading

calculation guidelines:

• 60% Major Assessments (summative)

• 30% Minor Assessments (formative)

• 10% Participation/Classwork/Homework

All teachers will use the following Grading System in determining the grades of students:

Letter Grade Numerical Grade

Range

A+ 98-100

A 95-97

A- 93-94

B+ 90-92

B 87-89

B- 85-86

C+ 81-84

C 78-80

C- 75-77

D+ 73-74

D 71-72

D- 70

F 0-69

Students who fail to earn at least a 70 final average in a non-elective course as defined in

N.J.A.C. 6A:8-4.1 and who attend and receive a passing grade in an approved summer school

make-up program will receive the grade that they earn. Both grades will appear on the

student’s transcript. Both grades will be used to calculate the student’s grade point average.

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A grade point average (GPA) is a common scale used by many schools to calculate student

academic achievement. Each range of number grades assigned to students will correspond to a

scale number. Calculation of the GPA will take into consideration the number of credits

associated with each course, the weight of the course, and the grade received by the student.

The grade scale can be seen below:

Grade Scale Chart

Numerical

Grade Range

Letter Grade Non-weighted

scale number

Half-weighted

scale number

Full-weighted

scale number

98 – 100 A+ 4.25 4.75 5.25

95 – 97 A 4.00 4.50 5.00

93 – 94 A- 3.75 4.25 4.75

90 – 92 B+ 3.25 3.75 4.25

87 – 89 B 3.00 3.50 4.00

85 – 86 B- 2.75 3.25 3.75

81 – 84 C+ 2.25 2.75 3.25

78 – 80 C 2.00 2.50 3.00

75 – 77 C- 1.75 2.25 2.75

73 – 74 D+ 1.25 1.75 2.25

71 – 72 D 1.00 1.50 2.00

70 D- 0.75 1.25 1.75

0 – 69 F 0.00 0.00 0.00

The GPA can be calculated as weighted or unweighted. For final GPA, CCTEC will utilize the

weighted GPA.

Calculating GPA

Weighted GPA

Determine which types of weighting each of your classes are categorized as (non-

weighted, half-weighted, or full-weighted). Match the numerical grade to the

corresponding scale number in the Grade Scale chart. Determine the number of course

credits allotted for each course. Multiply the course credits by the scale number for each

course to get a final score number for each course. Add all of the final score numbers

together and divide that number by the total number of credits. This will give you your

weighted GPA.

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Unweighted GPA

Match the numerical grades received in each of your classes to the non-weighted scale number.

Determine the number of course credits allotted for each course. Multiply the course credits by

the non-weighted scale number for each course to get a final score number per class. Add all of

the final score numbers together and divide that number by the total number of credits. This

will provide you with your unweighted GPA.

Courses in the various subject areas will be categorized into one of the following levels: Full-

Weighted, Half-Weighted, or Non-Weighted. The listing of these can be found in the chart below:

Weighted Levels: Full-weighted Half-weighted Non-weighted

Weight: 5.0 4.5 4.0

Courses: -Pre-AP US History I

-AP US History II

-AP US Government

and Politics

-AP Language and

Composition

-AP Literature and

Composition

-AP Chemistry

-AP Biology

-AP Physics I

-AP Calculus AB

-AP Calculus BC

-AP Spanish Language

and Culture

-English I, II, III, IV

-Algebra I, II

-Geometry

-Precalculus

-Calculus

-Integrated Science

-Biology

-Chemistry

-Physics

-Spanish III, IV

-Spanish Heritage III

-World History

-US History I

-US History II

-All CTE-related courses

-Spanish I, II

-Spanish Heritage I, II

-Applications in Art

-Graphic Design

-Health and PE

-CTE Seminar

-Sociology

-Yearbook

-Research &

Development

-Innovation and

Entrepreneurship

-Public Speaking and

Communication

-Forensics

-Marine and

Environmental

Science

-Human Rights and

Genocide

-Modern Math

-Financial Literacy

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Incompletes

Students who are absent from school with excused absences, will be assigned an “Incomplete”

and given the opportunity to make up their missing assignments.

Students who receive an “Incomplete” will adhere to the following guidelines:

For every day absent, students will have one day to make up the missed assignment(s).

If the student fails to complete the assignments within the designated time period,

failures will be assigned for any outstanding assignments, and the final grade will be

calculated.

The principal has the discretion to extend the deadlines for extended illnesses or other

extenuating circumstances.

In the case of an IEP or 504, the plan will be followed.

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Guidance and Counseling Options

Cumberland County Technical Education Center has guidance counselors on staff who are

“specialists” in both career planning and college admissions requirements. By working with

them, students can be assured that the courses they are placed in each year will prepare them

for the career goals they have set.

The process for course placement encourages open discussion between students, parents,

counselors, and teachers so the student is comfortable with his or her schedule and parents are

assured that their child is prepared for a successful future.

This Course Description Guide includes the academic and career preparation courses offered

for the next school year within each of the programs.

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Program of Study Offerings

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ENGINEERING PROGRAM OF STUDY

Pathway Description

Science and engineering occupations are leaders in economic competitiveness in an increasingly

globalized world. Science and engineering workforces of sufficient size and quality are essential

for any 21st century economy to prosper. These professional workforces are also crucial for

addressing challenges such as international security, global climate change, and domestic and

global health. Of the top 10 highest-paying college majors, seven of them are in engineering.

Our Engineering program engages students in open-ended problem-solving, where they learn

to apply the engineering design process to solve real-world problems and help to make the

world a better place through innovation. Students will utilize the same industry-leading

technology and software present in some of the world’s top companies. They will be immersed

in design as they investigate topics such as sustainability, forces, structures, digital electronics

and circuit design, manufacturing, and the environment. All of these exposures provide our

students with the opportunity to learn about different engineering disciplines before beginning

post-secondary education or careers. Additionally, our program provides opportunities for

students to develop highly transferable skills in collaboration, communication, and critical

thinking, which are relevant for any coursework or career.

This pathway includes a rigorous series of courses designed by Project Lead The Way (a

nonprofit, STEM education program taught across the U.S. and endorsed by the nationally

recognized College Board). The courses include: Introduction to Engineering Design, Digital

Electronics, Principles of Engineering, Environmental Sustainability, Computer Integrated

Manufacturing, and Civil Engineering and Architecture. Students who successfully complete

CCTEC’s Engineering program and meet the acceptance criteria of Rowan University will

automatically be accepted into Rowan’s College of Engineering. Furthermore, as a part of our

dual credit arrangement with the University, students will earn dual college engineering

credits.

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ENGINEERING PROGRAM OF STUDY

Course Sequence

CORE

GRADE 9

GRADE 10

GRADE 11

GRADE 12

ENGLISH

ENGLISH I

ENGLISH II

ENGLISH III OR AP LANGUAGE/COMP

ENGLISH IV OR AP

LITERATURE/COMP

SOCIAL STUDIES

WORLD HISTORY

US HISTORY I OR PRE-

AP US HISTORY I

US HISTORY II OR AP US

HISTORY II

AP HISTORY OR SS ELECTIVE

MATHEMATICS

ALGEBRA I OR GEOMETRY

GEOMETRY OR

ALGEBRA II

ALGEBRA II OR PRECALCULUS

PRECALCULUS OR AP CALCULUS

AB/BC OR MATH ELECTIVE

SCIENCE

BIOLOGY

CHEMISTRY

PHYSICS OR AP PHYSICS I

AP SCIENCE OR SCIENCE

ELECTIVE

HEALTH/PHYSICAL

EDUCATION

FITNESS AND HEALTH I

FITNESS AND HEALTH II

FITNESS AND

HEALTH III

FITNESS AND

HEALTH IV

CTE MAJOR

INTRODUCTION TO

ENGINEERING DESIGN

ENVIRONMENTAL SUSTAINABILITY

PRINCIPLES OF ENGINEERING

CIVIL ENGINEERING AND

ARCHITECTURE

INTERDISCIPLINARY

STUDIES

GRAPHIC DESIGN

COMPUTER

INTEGRATED MANUFACTURING

DIGITAL ELECTRONICS

FINANCIAL LITERACY

WORLD LANGUAGE

SPANISH I

SPANISH II

SPANISH III

AP SPANISH OR ELECTIVE

25

Engineering Program of Study

Course Credits Freshman

English I 5 credits

World History 5 credits

Algebra I or Geometry 5 credits

Biology 5 credits

Spanish I 5 credits

Fitness and Health I 5 credits

Graphic Design 5 credits

Introduction to Engineering Design 5 credits

Sophomore

English II 5 credits US History I or Pre-AP US History I 5 credits

Geometry or Algebra II 5 credits

Chemistry 5 credits

Spanish II 5 credits

Fitness and Health II 5 credits Environmental Sustainability 5 credits

Computer Integrated Manufacturing 5 credits

Junior English III or AP Language/Comp 5 credits

US History II or AP US History II 5 credits

Algebra II or Precalculus 5 credits

Physics or AP Physics I 5 credits Spanish III 5 credits

Fitness and Health III 5 credits Principles of Engineering 5 credits

Digital Electronics 5 credits

Senior English IV or AP Literature/Comp 5 credits

AP History or SS Elective 5 credits

Precalculus or AP Calculus AB/BC or Math Elective 5 credits

AP Science or Science Elective 5 credits

AP Spanish or Elective 5 credits

Fitness and Health IV 5 credits

Civil Engineering and Architecture 5 credits

Financial Literacy 5 credits

26

Engineering Program of Study

Course Descriptions

Course Title: Introduction to Engineering Design

Grade Level: 9 Credits: 5

Students dig deep into the engineering design process, applying math, science, and engineering

standards to hands-on projects. They work both individually and in teams to design solutions

to a variety of problems using 3D modeling software, and use an engineering notebook to

document their work.

Course Title: Environmental Sustainability


In Environmental Sustainability (ES), students investigate and design solutions in response to

real-world challenges related to clean and abundant drinking water, food supply issues, and

renewable energy. Applying their knowledge through hands-on activities and simulations,

students research and design potential solutions to these true-to-life challenges.

Course Title: Computer Integrated Manufacturing


Manufactured items are part of everyday life, yet most students have not been introduced to the

high-tech, innovative nature of modern manufacturing. This course illuminates the

opportunities related to understanding manufacturing. At the same time, it teaches students

about manufacturing processes, product design, robotics, and automation. Students can earn a

virtual manufacturing badge recognized by the National Manufacturing Badge system.

Course Title: Principles of Engineering


Through problems that engage and challenge, students explore a broad range of engineering

topics, including mechanisms, the strength of structures and materials, and automation.

Students develop skills in problem solving, research, and design while learning strategies for

design process documentation, collaboration, and presentation.

27

Course Title: Digital Electronics


From smart phones to appliances, digital circuits are all around us. This course provides a

foundation for students who are interested in electrical engineering, electronics, or circuit

design. Students study topics such as combinational and sequential logic and are exposed to

circuit design tools used in industry, including logic gates, integrated circuits, and

programmable logic devices.

Course Title: Civil Engineering and Architecture


Students learn important aspects of building and site design and development. They apply

math, science, and standard engineering practices to design both residential and commercial

projects and document their work using 3D architecture design software.

28

HEALTH SCIENCE AND MEDICINE PROGRAM OF STUDY

Pathway Description

The health care industry is one of the fastest growing sectors in the realm of employment

opportunities, as well as the number one employer in Cumberland County. The overall health,

both of New Jersey's economy and its people, is clearly tied to the capabilities of this evolving

profession. Our program will help to prepare students for a wide array of career opportunities

in the health care field including: nurses, surgical technicians, physicians, dentists,

pediatricians, physical therapists, dietitians, pharmacists, and various other health care

occupations. The curriculum provides an overview of the different fields present in the health

care sector along with targeted courses on systems of the human body, medical terminology,

and various aspects of clinical research and emergency care.

This pathway includes a rigorous series of courses including: Introduction to the Healthcare

Profession, Dynamics of Healthcare, Medical Terminology, Emergency Clinical Care, and

Anatomy and Physiology I & II.

Students additionally will have the opportunity to potentially gain certifications for entry-level

health care positions.

29

HEALTH SCIENCE AND MEDICINE PROGRAM OF STUDY

Course Sequence

CORE

GRADE 9

GRADE 10

GRADE 11

GRADE 12

ENGLISH

ENGLISH I

ENGLISH II


ENGLISH IV OR AP

LITERATURE/COMP

SOCIAL STUDIES

WORLD HISTORY

US HISTORY I OR PRE-AP

US HISTORY I


HISTORY II


MATHEMATICS


GEOMETRY OR ALGEBRA

II


PRECALCULUS OR AP

CALCULUS AB/BC OR MATH ELECTIVE

SCIENCE

BIOLOGY

CHEMISTRY


AP BIOLOGY OR SCIENCE

ELECTIVE

HEALTH/PHYSICAL

EDUCATION



FITNESS AND

HEALTH III

FITNESS AND

HEALTH IV

CTE MAJOR

INTRODUCTION TO THE

HEALTHCARE PROFESSION

MEDICAL TERMINOLOGY

EMERGENCY CLINICAL CARE

ANATOMY AND PHYSIOLOGY II

INTERDISCIPLINARY

STUDIES

APPLICATIONS IN ART

DYNAMICS OF HEALTHCARE

ANATOMY AND PHYSIOLOGY I

FINANCIAL LITERACY

WORLD LANGUAGE

SPANISH I

SPANISH II

SPANISH III


30

Health Science and Medicine Program of Study


English I 5 credits



Biology 5 credits

Spanish I 5 credits


Applications in Art 5 credits

Introduction to the Healthcare Profession 5 credits

Sophomore



Chemistry 5 credits


Fitness and Health II 5 credits Dynamics of Healthcare 5 credits

Medical Terminology 5 credits




Physics or AP Physics I 5 credits

Spanish III 5 credits

Fitness and Health III 5 credits

Anatomy and Physiology I 5 credits

Emergency Clinical Care 5 credits




AP Biology or Science Elective 5 credits

Financial Literacy 5 credits Anatomy and Physiology II 5 credits



31

Health Science and Medicine Program of Study

Course Descriptions

Course Title: Introduction to the Healthcare Profession


This first year course is intended for students who are planning for a career in healthcare or a

health related field. It provides students with a foundation for high school success, as well as an

introduction to the various health professions, resources for career planning, and the concepts

of professionalism, health care ethics, cultural competence, interdisciplinary health care teams,

world health issues and health care policies.

Course Title: Dynamics of Healthcare in Society


Dynamics of Healthcare in Society is an orientation to healthcare and delivery, from an

interdisciplinary perspective, with a focus on process skills to include critical thinking, ethical

reasoning, effective communication, and self-directed learning abilities. The professional

competencies stress application to general issues and topics common to all healthcare providers.

Emphasis is placed on the role of the health care practitioner as both provider and consumer of

healthcare services.

Course Title: Medical Terminology


Medical Terminology is the study of words that pertain to body systems, anatomy, physiology,

medical processes and procedures and a variety of diseases. It provides specialized language for

the health care team, enabling health care workers to communicate in an accurate, articulate and

concise manner. This course is designed to give the students a comprehensive knowledge of

word construction, definition and use of terms related to all areas of medical science. The course

includes, but is not limited to, terms related to anatomy of the human body, functions of health

and disease, and the use of language in processing medical/dental records and claim forms.

32

Course Title: Anatomy and Physiology I


Anatomy and Physiology is the study of the structure and function of the human body. This

course follows a sequential development of the major body systems in an organized and

structured curriculum. The course is designed to give the students a selective overview of

human anatomical structure and an analysis of human physiological principles. Labs will

include slide work, dissection of various animals and studies of the human skeleton. The course

will also use computer simulated dissection.

Course Title: Emergency and Clinical Care


Emergency and Clinical Care is a course that describes how to respond to emergencies before

medical help arrives. The course is designed to give the students the knowledge of how to

recognize and respond to an emergency. The intent of the course is to help the students feel

more confident in their ability to act appropriately in the event of an emergency. Students are

prepared to 1) obtain a patient medical history, 2) take and record vital signs relative to

medical/dental treatment, and 3) acquire cardiopulmonary resuscitation certification.

Course Title: Anatomy and Physiology II


Anatomy and Physiology II is a continuation of the study of structures and functions of the

body from part one. The course examines various systems of the body that were not previously

studied in Anatomy and Physiology I. Students gain greater insight into the functioning of the

body as a whole and develop a broader perspective on homeostatic imbalances.

33

INFORMATION TECHNOLOGY PROGRAM OF STUDY

Pathway Description

Information Technology (IT) remains one of the fastest growing and highest paid employment

sectors in the state of New Jersey. The annual average wage for job opportunities in New

Jersey’s technology cluster was $103,797 in 2014 (that’s 173% of the statewide average ($60,146)

for all industries). Like many other STEM fields, the current demand and supply are

mismatched, as computer science career openings outpace students' skills and interest. Also,

like many other fields, computer science interest starts long before a student decides on a major

or even applies to college.

Our Information Technology program gives our students access to the very latest in

computational thinking. The curriculum empowers students to become creators rather than

consumers of the technology, coupled with exploring the impact of computing on society and

building skills in digital citizenship and cybersecurity. Through this program students will

learn the latest on the creation of apps for mobile devices, game design, programming language,

visualization of data, cybersecurity, and designing and implementing user interfaces and web-

based databases.

This pathway includes a rigorous series of courses designed by Project Lead The Way (a

nonprofit, STEM education program taught across the U.S. and endorsed by the nationally

recognized College Board). The courses include: Introduction to Computer Science, Computer

Science Principles, Computer Science A, and Cybersecurity. The pathway will also integrate

additional information technology courses to ensure students have a broader perspective on the

opportunities available in the IT field including: Networking I and Computer Maintenance and

Repair.

34

INFORMATION TECHNOLOGY PROGRAM OF STUDY

Course Sequence

CORE

GRADE 9

GRADE 10

GRADE 11

GRADE 12

ENGLISH

ENGLISH I

ENGLISH II


ENGLISH IV OR AP

LITERATURE/COMP

SOCIAL STUDIES

WORLD HISTORY

US HISTORY I OR PRE-AP US

HISTORY I


HISTORY II

AP HISTORY OR SS

ELECTIVE

MATHEMATICS


GEOMETRY OR ALGEBRA II


PRECALCULUS OR AP CALCULUS AB/BC OR

MATH ELECTIVE

SCIENCE

BIOLOGY

CHEMISTRY



ELECTIVE

HEALTH/PHYSICAL

EDUCATION



FITNESS AND

HEALTH III

FITNESS AND

HEALTH IV

CTE MAJOR

INTRODUCTION TO

COMPUTER SCIENCE

COMPUTER SCIENCE

PRINCIPLES

CYBERSECURITY

COMPUTER SCIENCE A

INTERDISCIPLINARY

STUDIES

GRAPHIC DESIGN

COMPUTER MAINTENANCE

& REPAIR

NETWORKING I

E

FINANCIAL LITERACY

WORLD LANGUAGE

SPANISH I

SPANISH II

SPANISH III


35

Information Technology Program of Study


English I 5 credits



Biology 5 credits

Spanish I 5 credits



Introduction to Computer Science 5 credits

Sophomore



Chemistry 5 credits


Fitness and Health II 5 credits Computer Maintenance & Repair 5 credits

Computer Science Principles 5 credits







Cybersecurity 5 credits

Networking I 5 credits







Computer Science A 5 credits


36

Information Technology

Course Descriptions

Course Title: Introduction to Computer Science


Designed to be the first computer science course for students who have never programmed

before, ICS is an optimal starting point for the PLTW Computer Science program. Students

work in teams to create apps for mobile devices using MIT App Inventor®. They explore the

impact of computing in society and build skills in digital citizenship and cybersecurity. Beyond

learning the fundamentals of programming, students build computational thinking skills by

applying computer science to collaboration tools, modeling and simulation, and data analysis.

In addition, students transfer the understanding of programming gained in App Inventor to

text-based programming in Python® and apply their knowledge to create algorithms for games

of chance and strategy.

Course Title: Computer Science Principles


Using Python® as a primary tool and incorporating multiple platforms and languages for

computation, this course aims to develop computational thinking, generate excitement about

career paths that utilize computing, and introduce professional tools that foster creativity and

collaboration. While this course can be a student's first in computer science, students without

prior computing experience are encouraged to start with Introduction to Computer Science.

CSP helps students develop programming expertise and explore the workings of the Internet.

Projects and problems include app development, visualization of data, cybersecurity, and

simulation.

Course Title: Computer Maintenance & Repair


This course provides an introduction to the technical skills needed to help meet the growing

demand for entry-level IT professionals. The curriculum covers the basics of computers, mobile

device hardware, and software, while introducing advanced security and networking concepts

and the responsibilities of an IT professional. Students will develop working knowledge of how

computers operate, how to assemble computers, and how to troubleshoot hardware and

software issues. Newer topics will also be examined including: data centers and cloud

computing. Additionally, there will be expanded coverage on mobile device hardware and

software configuration, plus diagnostics and common security threats and vulnerabilities like

malware, phishing, spoofing, and social engineering. An emphasis will also be placed on

37

practical application of skills and procedures needed for hardware and software installations,

upgrades, and troubleshooting. Lastly, the course will help students to develop the career skills

needed to successfully communicate within an IT business environment and interact with

customers.

Course Title: Cybersecurity


Cybersecurity (SEC) introduces the tools and concepts of cybersecurity and encourages students

to create solutions that allow people to share computing resources while protecting privacy.

Nationally, computational resources are vulnerable and frequently attacked; in SEC, students

solve problems by understanding and closing these vulnerabilities. This course raises students'

knowledge of and commitment to ethical computing behavior. It also aims to develop students'

skills as consumers, friends, citizens, and employees who can effectively contribute to

communities with a dependable cyber-infrastructure that moves and processes information

safely.

Course Title: Networking I


This course introduces the networking field. Emphasis is on network terminology and

protocols, local-area networks, wide-area networks, OSI model, cabling, router programming,

Ethernet, IP addressing, and network standards. Upon completion, students should be able to

perform tasks related to networking mathematics, terminology, and models; media; Ethernet;

subnetting; and TCP/IP Protocols.

Course Title: Computer Science A


CSA focuses on further developing computational thinking skills through the medium of

Android™ App development for mobile platforms. The course utilizes industry-standard tools

such as Android Studio, Java™ programming language, XML, and device emulators. Students

collaborate to create original solutions to problems of their own choosing by designing and

implementing user interfaces and Web-based databases.

38

LAW ENFORCEMENT PROGRAM OF STUDY

Pathway Description

New Jersey ranks as one of the top states when it comes to employment of protective service

occupations. The State also ranks as the second highest in the nation for wage and

compensation levels for protective service and law enforcement professionals. Our Law

Enforcement Program is a four year multi-level program designed for students interested in

pursuing careers in public safety such as police officers, detectives and criminal investigators,

Federal Bureau of Investigation (FBI) agents, correctional officers, private detectives,

investigators, and various other protective service professions. The curriculum provides an

overview of the entire criminal justice system’s response to crime from the commission of the

crime, to law enforcement response, to the administration (courts and prosecution), to

corrections.

The core courses include: Introduction to Law Enforcement, Administration of Justice, Crime

and Strategic Threat Analysis, Criminalistics, Police Role in the Community, and Introduction

to Terrorism and Homeland Security. These courses will provide an overview in areas such as

public safety, corrections, private security, criminal investigation, forensic science, homeland

security and cybersecurity.

CCTEC has also established relationships with key law enforcement professionals along with

opportunities for students to engage in hands-on experiences in the field.

39

LAW ENFORCEMENT PROGRAM OF STUDY

Course Sequence

CORE

GRADE 9

GRADE 10

GRADE 11

GRADE 12

ENGLISH

ENGLISH I

ENGLISH II


ENGLISH IV OR AP

LITERATURE/COMP

SOCIAL STUDIES

WORLD HISTORY


US HISTORY I


HISTORY II


MATHEMATICS


GEOMETRY OR

ALGEBRA II


PRECALCULUS OR AP

CALCULUS AB/BC OR MATH ELECTIVE

SCIENCE

BIOLOGY

CHEMISTRY



ELECTIVE

HEALTH/PHYSICAL

EDUCATION



FITNESS AND

HEALTH III

FITNESS AND

HEALTH IV

CTE MAJOR

INTRODUCTION TO LAW

ENFORCEMENT

ADMINISTRATION OF

JUSTICE

CRIME AND STRATEGIC

THREAT ANALYSIS

INTRODUCTION TO TERRORISM AND

HOMELAND SECURITY

INTERDISCIPLINARY

STUDIES

APPLICATIONS IN ART

POLICE ROLE IN THE

COMMUNITY

CRIMINALISTICS

FINANCIAL LITERACY

WORLD LANGUAGE

SPANISH I

SPANISH II

SPANISH III


40

Law Enforcement Program of Study


English I 5 credits



Biology 5 credits

Spanish I 5 credits



Introduction to Law Enforcement 5 credits

Sophomore

English II 5 credits US History I or AP US History I 5 credits


Chemistry 5 credits


Fitness and Health II 5 credits Administration of Justice 5 credits Police Role in the Community 5 credits







Crime and Strategic Threat Analysis 5 credits

Criminalistics 5 credits







Introduction to Terrorism and Homeland Security 5 credits


41

Law Enforcement Program of Study

Course Descriptions

Course Title: Introduction to Law Enforcement


Law Enforcement broadly refers to any system by which some members of society act in an

organized manner to enforce the law by discovering, deterring, rehabilitating or punishing

persons who violate the rules and norms governing that society. The Law Enforcement and

Homeland Security curriculum is designed to prepare students for a career opportunity in the

Law Enforcement field. The course instruction includes specialized training in the following

areas: Law and Lawmaking, Advocacy and Settling Disputes, The Court System and Lawyers,

and Crime in America and Criminal Law. The goal of the course is to provide a real work

environment where students utilize skills and concepts learned in class and apply them in the

field. The curriculum includes theory and a physical fitness component. Emphasis is also placed

on job seeking/keeping skills, such as effective communication, customer service, team work,

filling out a job application, building a resume, and interviewing techniques. The appropriate

use of technology and industry-standard equipment is an integral part of this course. The

students will develop personal growth, and the necessary attitudes and skills needed for

seeking employment. They will become self-confident and understand the responsibilities and

roles of a police officer.

Course Title: Administration of Justice


Students will examine the manner in which the criminal justice system operates in U.S. society

from initial incident to final disposition. The course will explore the six primary functional areas

for the overall administration of justice. These functional areas include police, prosecution,

courts, corrections, probation and parole. The topics the students will review include the U.S.

Constitution as well as federal and state statutes that affect the criminal justice system.

Additionally, students will cover cultural diversity and response strategies for crimes motivated

by hate, bias, and racial profiling. Overall, students will cover the intricacies of decision making

that are required by police officers every day in the field.

42

Course Title: Police Role in the Community


In Police in the Community, students will examine the functions and services that make up

policing operations as well as the relevance of community policing to all multicultural

communities. Students will analyze the philosophical and historical role of a police presence,

the rights of individual citizens, and the policies, procedures, and practices of police agencies in

the community.

Course Title: Crime and Strategic Threat Analysis


This course presents an overview of and hands-on experience in determining the significant

features of crime pattern analysis including mapping and the interpretation of data. The course

will also allow students to examine the workings behind local and global threats and how to

strategically analyze them. In the post-911 era, risk analysis concepts and methodologies are

evolving rapidly. Although models differ in definition, labeling, and sequencing of steps, there

is solid consensus on the essential components. Students will study various concepts and

definitions associated with strategic threat analysis. In the threat analysis process, it is possible

to measure the components of risk to provide an overall security risk rating. Students will learn

how to identify threats and hazards that could impact a company, building or site; review

methods for defining threats; describe how threats and hazards may interact to increase

damage; and identify ways of assigning likelihood ratings for the threats and hazards for

comparison purposes. Students will also learn about the various definitions of terrorism and

gain an understanding of the role terrorism plays in the world today. Certain conditions take

place within an individual, organization and political entity which serve as catalysts for acts of

terrorism. Students will discuss and learn to identify these conditions. Counterterrorism

techniques and strategies currently being used in the United States and other places will be

discussed.

Course Title: Criminalistics


This course outlines a descriptive presentation of forensic science practices, focusing on how

enforcement practitioners examine crime scenes to identify, collect, and preserve physical

evidence.

43

Course Title: Introduction to Terrorism and Homeland Security


This course builds off of the concepts of terrorism studied in prior courses and transitions into

aspects of homeland security, as the two topics essentially go hand in hand. Students will

ascertain an understanding of why individuals resort to terrorism, the conditions which lead to

these decisions, and then the methods used to carry out change of the status quo. The course

will address constitutional, statutory, and regulatory issues relating to counter-terrorism law

enforcement activities, including both authorizations and limitations. Students will study the

overarching legal framework for counter-terrorism. Criminal justice professionals, facing a new

range of issues relating to the terrorist threat to homeland security, will be more effective in

countering the threat with an understanding of relevant legal issues. The course is designed to

provide students with a broad understanding of the effect of the law on counter-terrorism

tactics and strategy.

44

STUDIO PRODUCTION AND BROADCASTING PROGRAM OF STUDY

Pathway Description

Careers in communications are found at all levels of an organization. In particular, the video

field offers a wide range of specialties to choose from. Our program focuses on the methods and

techniques for reporting, producing, and delivering news programs and other digital content

via television and video/film media. It is a four-year pathway designed for students interested

in pursuing careers in the digital media industry including: professional broadcast journalists,

editors, producers, directors, managers, and various other video broadcasting professions.

Major areas of study include: the principles of broadcast technology; broadcast reporting, on-

and off-camera and microphone procedures and techniques; program, sound, and video/film

editing; program design and production; media law and policy; and professional standards and

ethics.

The core courses include: Introduction to Media Production and Broadcasting, Digital Video

Production, Motion Graphic Design, Studio Production and Journalism, Digital Production and

Audio Engineering, and Broadcast Journalism and Digital Film Making. Various CCTEC

courses will align with Rowan University’s College of Communication and Creative Arts course

offerings.

45

STUDIO PRODUCTION AND BROADCASTING PROGRAM OF STUDY

Course Sequence

CORE

GRADE 9

GRADE 10

GRADE 11

GRADE 12

ENGLISH

ENGLISH I

ENGLISH II


ENGLISH IV OR AP

LITERATURE/COMP

SOCIAL STUDIES

WORLD HISTORY


AP US HISTORY I


HISTORY II


MATHEMATICS

ALGEBRA I OR

GEOMETRY

GEOMETRY OR

ALGEBRA II


PRECALCULUS OR AP CALCULUS

AB/BC OR MATH ELECTIVE

SCIENCE

BIOLOGY

CHEMISTRY



ELECTIVE

HEALTH/PHYSICAL

EDUCATION


FITNESS AND HEALTH

II

FITNESS AND

HEALTH III

FITNESS AND

HEALTH IV

CTE MAJOR

INTRO TO MEDIA

PRODUCTION AND BROADCASTING

DIGITAL VIDEO PRODUCTION

STUDIO PRODUCTION AND

JOURNALISM

BROADCAST JOURNALISM AND

DIGITAL FILM MAKING

INTERDISCIPLINARY

STUDIES

GRAPHIC DESIGN

MOTION GRAPHIC

DESIGN

DIGITAL PRODUCTION &

AUDIO ENGINEERING

FINANCIAL LITERACY

WORLD LANGUAGE

SPANISH I

SPANISH II

SPANISH III


46

Studio Production and Broadcasting Program of Study


English I 5 credits



Biology 5 credits

Spanish I 5 credits


Graphic Design 5 credits Introduction to Media Production and Broadcasting 5 credits

Sophomore

English II 5 credits US History I or AP US History I 5 credits


Chemistry 5 credits


Fitness and Health II 5 credits Digital Video Production 5 credits

Motion Graphic Design 5 credits







Studio Production and Journalism 5 credits

Digital Production and Audio Engineering 5 credits







Broadcast Journalism and Digital Film Making 5 credits Financial Literacy 5 credits

47

Studio Production and Broadcasting Program of Study

Course Descriptions

Course Title: Introduction to Media Production and Broadcasting


Introduction to Media Production and Broadcasting provides a hands-on overview of the

practical theory and technology currently applied in the fields of television, film, and new

media. Emphasized in this course are genres of television broadcasting, methods and practical

applications of television preproduction including script writing and storyboarding. Students

will demonstrate the ability to work independently and cooperatively to complete projects

based on curriculum. From elements of digital media, video and sound capture, editing, and

lighting, students will rotate through workshops and assignments that will give them the

necessary foundations to pursue more field-specific courses in media production. Students will

also engage in skills related to communicating effectively and reaching target audiences.

Course Title: Motion Graphic Design


Motion Graphic Design allows students to recognize and utilize the basics of motion graphics,

VFX and 3D animations, and workflows in Adobe After Effects and Motion software. This

course is designed to introduce students to the manipulation and design of moving and still

footage, while expanding their overall understanding of the nature of the video world. From

lower-thirds text and titles to full digital compositing for feature content, students will gain a

foundation of knowledge in multiple digital platforms.

Course Title: Digital Video Production


This course will allow students to refine and expand the skills acquired in Introduction to

Media Production and Broadcasting and receive advanced instruction in electronic news-

gathering (ENG) techniques. Students will further develop skills in script writing,

storyboarding and digital editing. Students will also learn advanced techniques in audio

production. Emphasis will be placed on completing independent and cooperative production

assignments in which students will demonstrate the ability to organize ideas, complete

preproduction writing assignments and produce ENG segments for broadcasting.

48

Course Title: Studio Production and Journalism


This course will allow students to use production skills acquired in previous classes to produce

news segments and receive advanced instruction in digital editing. Students will understand

the importance of ENG/EFP equipment and demonstrate the ability to produce on location.

Students will add definition to nonlinear editing by adding computer-generated images and

graphics. Emphasis will be placed on completing proficient ENG/EFP productions which

demonstrate the ability to conceive production ideas, complete preproduction writing

assignments, and organize a production crew while working professionally outside of the

classroom studio to complete television segments. Students are also required to produce in-

studio segments with professionalism and skills acquired in Digital Video Production using the

control room and studio equipment proficiently, produce morning announcements for the high

school and segments for a video yearbook. Students will also develop a documentary during

the course.

Course Title: Digital Production and Audio Engineering


This course begins with learning some of the newer techniques in the growing field of audio

journalism. It also provides a foundation in the effective use of sound, the art of interviewing,

writing with your audience in mind, digital audio engineering, voice delivery, and how to

create stories that are highly engaging. The course will also touch upon computer-based music

recording and multi-media software found on the Macintosh platform, principally GarageBand,

iPhoto, iMovie. It will also help to provide students with a sound pedagogical foundation in the

theory and application of computer-based music and multi-media technologies along with

furthering their writing abilities and adding to their journalism portfolio. On the technical end,

the course also covers foundations, practices, and creative techniques in audio recording and

music production, including microphone selection and placement, mixing, mastering, signal

processing, automation, and digital audio workstations. The course will culminate with a

student-produced script and audio broadcast.

Course Title: Broadcast Journalism and Digital Film Making


Students will critically view, write about, and discuss a wide spectrum of sample broadcasts

and journalism techniques. The first half of the course will focus more primarily on broadcast

journalism. Students will investigate stories within the school to write about and broadcast to

the school community. As a second part of the course, students will analyze narrative films to

have a greater understanding of the ways film is used to convey meaning, express point-of-

view, and influence the viewer. Students will develop their aesthetic perception skills by

49

distinguishing, discussing and writing about various film genres. They will analyze content and

context of historical and contemporary films as well as the cultural comparison of the film

content. Students will engage in critiques, both written and verbal, of each film. Through

producing their own digital films, students will gain an understanding of filmmaking from

conception to exhibition. Students will develop their own creative expression and problem

solving skills by producing their own films. Through careful analysis of professional films and

directorial styles, and intense production and aesthetic creation of student films, this course will

develop independent filmmakers.

50

Program Offerings

51

AUTOMOTIVE TECHNOLOGY PROGRAM

Pathway Description

The automotive industry is quickly evolving and the need for highly-skilled automotive

professionals is at the forefront of this new era of mobility. Automotive Technology is designed

to meet the ongoing demand for trained, certified Automotive Technicians. This program offers

hands-on training to repair and maintain the mechanical and electronic systems on-board

today’s vehicles.

Our Automotive Technology program includes high tech training in the following areas:

suspension and steering, brakes, electronical/electronic systems, engine performance, engine

repair, automatic transmission, transaxle, manual drive train and axles, and heating and air

conditioning. Additionally, students are introduced to the workings of computer diagnostics as

they relate to modernized transmission systems. These areas combine to give the students an

exposure to the entire field. Students will work on vehicles using state of the art equipment in

their performance of routine maintenance, and diagnosis and repair.

Our program is certified by the National Automotive Technicians Education Foundation

(NATEF). Automotive Technology prepares students to take the Automotive Service Excellence

(ASE) Certification Test to gain an entry level position in the field. Students will also have the

skills and training to move into higher levels of training for more specialized positions.

52

AUTOMOTIVE TECHNOLOGY PROGRAM

Course Sequence

CORE

GRADE 9

GRADE 10

GRADE 11

GRADE 12

ENGLISH

ENGLISH I

ENGLISH II


ENGLISH IV OR AP

LITERATURE/COMP

SOCIAL STUDIES

WORLD HISTORY


AP US HISTORY I


HISTORY II


OR INTERNSHIP

MATHEMATICS

ALGEBRA I OR

GEOMETRY

GEOMETRY OR

ALGEBRA II


PRECALCULUS OR AP

CALCULUS AB/BC OR MATH ELECTIVE OR INTERNSHIP

SCIENCE

BIOLOGY

CHEMISTRY



ELECTIVE OR INTERNSHIP

HEALTH/PHYSICAL

EDUCATION



FITNESS AND

HEALTH III

FITNESS AND

HEALTH IV

CTE MAJOR

CTE SEMINAR/FINANCIAL

LITERACY

AUTOMOTIVE TECHNOLOGY I

AUTOMOTIVE

TECHNOLOGY II

AUTOMOTIVE

TECHNOLOGY III

INTERDISCIPLINARY

STUDIES

GRAPHIC DESIGN

AUTOMOTIVE TECHNOLOGY I

AUTOMOTIVE

TECHNOLOGY II

AUTOMOTIVE

TECHNOLOGY III

WORLD

LANGUAGE/ELECTIVES

SPANISH I

SPANISH II

SPANISH III OR ELECTIVE


53

Automotive Technology Program


English I 5 credits



Biology 5 credits

Spanish I 5 credits



CTE Seminar/Financial Literacy 5 credits

Sophomore



Chemistry 5 credits


Fitness and Health II 5 credits Automotive Technology I 10 credits





Spanish III or Elective 5 credits


Automotive Technology II 10 credits


AP History or SS Elective or Internship 5 credits

Precalculus or AP Calculus AB/BC or Math Elective or Internship 5 credits

AP Science or Science Elective or Internship 5 credits

AP Spanish or Elective 5 credits Fitness and Health IV 5 credits

Automotive Technology III 10 credits

54

Automotive Technology Program

Course Descriptions

Course Title: Career and Technical Education Seminar


This course was designed to assist in the transition of students from middle school to high

school and to introduce them to the multiple career pathways in their chosen CTE program.

The course will serve as an introduction to CCTEC and will provide academic, social, and

emotional support to our incoming freshmen. The primary focus of the course will be the

development of critical skills pertaining to: studying, personal finance, career exploration, and

the exploration of character traits that are vital for academic success. Students will actively

participate in projects that promote cooperative learning, community involvement, problem

solving, and character education. Students will also be introduced to their CTE program and

complete projects in their chosen CTE field.

Course Title: Automotive Technology I


Automotive Technology I is an intense course that provides instruction in both automotive

mechanical and electronic systems. As a first year student in Automotive Technology, classes

will focus on the structure of automobiles as well as their functionality. Students will be given a

hands-on approach to the different topics covered. The curriculum is designed to prepare

students for a career opportunity in the automotive field. The course instruction includes

specialized training in the following areas: Heating and Air Conditioning, Brake Systems, and

Engine Repair. Social skills are also embedded into the curriculum; the students will develop

personal growth, as well as the necessary attitudes and skills needed for seeking employment.

The purpose of the program is to ensure students are eligible to successfully complete the ASE

certification exams.

55

Course Title: Automotive Technology II


Automotive Technology II is an extension of Automotive Technology I. As before, the course

provides instruction in both automotive mechanical and electronic systems. As a second year

student in Automotive Technology, classes will focus on both automotive mechanical and

electronic systems. Students will be given a hands-on approach to the different topics covered

and will be given the opportunity to pick apart an automobile and put it back together. The

curriculum is designed to prepare students for a career opportunity in the automotive field. The

course instruction includes specialized training in the following areas: Steering and Suspension,

Manual Drive Train Axles, and Automatic and Manual Transmission. The purpose of the

program is to ensure students are eligible to successfully complete the ASE certification exams.

Course Title: Automotive Technology III


Automotive Technology III is an extension of Automotive Technology II. As before, the course

provides instruction in both automotive mechanical and electronic systems. As a third year

student in Automotive Technology, classes will focus on both automotive mechanical and

electronic systems. Students will be given a hands-on approach to the different topics covered

and will be given the opportunity to pick apart an automobile and put it back together. The

curriculum is designed to prepare students for a career opportunity in the automotive field. The

course instruction includes specialized training in the following areas: Engine Performance and

Electronic and Electrical Systems. The purpose of the program is to ensure students are eligible

to successfully complete the ASE certification exams.

56

CONSTRUCTION TRADES PROGRAM

Pathway Description

The construction industry has experienced a winding road of recovery. The good news for those

considering a construction job is that the industry is starting to hit its stride. The Labor

Department remains upbeat on this sector, predicting overall employment growth of 13.6%, or

almost 520,000 new jobs by the year 2024. Plumbers, electricians, carpenters, painters and

construction managers will be needed to build new structures and update existing buildings.

Building professionals must have a broad base of skills and knowledge about the upkeep of

buildings, including metal work and electrical equipment. They must also be fully

knowledgeable about federal and state OSHA regulations.

Our Construction Trades program will help to prepare students for careers in the construction

industry. The program offers a blend of carpentry, plumbing/HVAC, and electrical skills.

Students begin with carpentry and then explore the fundamentals of electrical wiring and pipe

fitting. They will be trained to operate hand and power tools and other specialized

equipment. Students will also work toward earning their OSHA 10 certification. Additionally,

they will be provided with the opportunity to gain entry into the Northeast Carpenter’s

Apprenticeship Program.

At the conclusion of the program, these three areas will culminate in the construction of a fully

functioning, sustainable structure. The students will be evaluated on accuracy, speed, and

quality of workmanship required to pursue a successful career in the construction trades

pathway.

57

CONSTRUCTION TRADES PROGRAM

Course Sequence

CORE

GRADE 9

GRADE 10

GRADE 11

GRADE 12

ENGLISH

ENGLISH I

ENGLISH II


ENGLISH IV OR AP

LITERATURE/COMP

SOCIAL STUDIES

WORLD HISTORY


US HISTORY I


HISTORY II

AP HISTORY OR SS


MATHEMATICS


GEOMETRY OR

ALGEBRA II


PRECALCULUS OR AP CALCULUS AB/BC OR MATH ELECTIVE OR

INTERNSHIP

SCIENCE

BIOLOGY

CHEMISTRY




HEALTH/PHYSICAL

EDUCATION



FITNESS AND

HEALTH III

FITNESS AND

HEALTH IV

CTE MAJOR


LITERACY

CONSTRUCTION TRADES I

CONSTRUCTION

TRADES II

CONSTRUCTION

TRADES III

INTERDISCIPLINARY

STUDIES

APPLICATIONS IN ART

CONSTRUCTION TRADES I

CONSTRUCTION

TRADES II

CONSTRUCTION

TRADES III

WORLD

LANGUAGE/ELECTIVES

SPANISH I

SPANISH II



58

Construction Trades Program


English I 5 credits



Biology 5 credits

Spanish I 5 credits




Sophomore



Chemistry 5 credits


Fitness and Health II 5 credits Construction Trades I 10 credits




Physics or AP Physics I 5 credits Spanish III or Elective 5 credits Fitness and Health III 5 credits Construction Trades II 10 credits






Construction Trades III 10 credits

59

Construction Trades Program

Course Descriptions












Course Title: Construction Trades I


Construction Trades I prepares students with foundational skills and knowledge in the field of

construction. Students will follow the NCCER core curriculum in learning basic safety,

construction applied math, proper use of hand and power tools, blueprint reading, basic

rigging, and communication and employability skills. Fundamentals of construction are

introduced including floor, wall and roof systems along with structure enclosure and an

introduction to electrical and plumbing. Students will be involved in actual construction

projects in school.

Course Title: Construction Trades II


Construction Trades II continues with hands-on experiences to enhance a student’s abilities in

the construction industry. Students will receive advanced training in enclosure techniques,

interior finishing, construction design and contracting concepts. They will also continue to build

a foundation in the electrical and plumbing realm. Students will be involved in construction-

related projects in the school and community.

60

Course Title: Construction Trades III


Construction Trades III builds upon Construction Trades II and continues with hands-on

experiences to enhance a student’s abilities in the construction industry. Students receive

additional advanced training in the areas studied thus far. Student learning will culminate into

the construction of a fully functioning, sustainable structure. The students will be evaluated on

accuracy, speed, and quality of workmanship required to pursue a successful career in the

construction trades pathway. Furthermore, students will engage in training on Occupational

Safety and Health Administration (OSHA) to ensure they are eligible to successfully complete

the OSHA 10 certification exam.

61

COSMETOLOGY PROGRAM

Pathway Description

According to the United States Department of Labor, the U.S. employment rates for personal

appearance professionals such as hairdressers, hairstylists, cosmetologists, skin care specialists

and shampooers are projected to grow. Job growth in cosmetology is expected to rise at a rate of

13% by 2022. This growth could lead to greater demand for hairdressers, stylists, barbers, and

cosmetologists over the next decade.

The field of cosmetology offers a variety of options for students to choose from in terms of

career pathways. This occupation also allows individuals to choose which work environment

suits them best. Our Cosmetology program is a four-year pathway designed for students

interested in pursuing careers in the field of beauty that include: hairstylists, barbers,

estheticians, manicurists, makeup artists, beauty product designers, and salon managers. In the

first and second years, students are taught the basics of draping, shampooing, manicuring,

pedicuring, hair cutting and styling, permanent waving, facials, make-up, and hair removal.

The third and fourth years concentrate on hair coloring, chemical hair straightening, advanced

nail techniques, barbering, hair extensions, and microdermabrasion.

The Cosmetology program fulfills the licensing requirements of the New Jersey State Board of

Cosmetology and provides students with the 1,000 hours needed to take the state exam.

Students who have completed the program are given the opportunity to take the State Board

Examination to become a Certified Cosmetologist.

62

COSMETOLOGY PROGRAM

Course Sequence

CORE

GRADE 9

GRADE 10

GRADE 11

GRADE 12

ENGLISH

ENGLISH I

ENGLISH II


ENGLISH IV OR AP

LITERATURE/COMP

SOCIAL STUDIES

WORLD HISTORY


US HISTORY I


HISTORY II

FINANCIAL LITERACY

MATHEMATICS

ALGEBRA I OR

GEOMETRY

GEOMETRY OR

ALGEBRA II


COSMETOLOGY IV

SCIENCE

BIOLOGY

CHEMISTRY


COSMETOLOGY IV

HEALTH/PHYSICAL

EDUCATION

FITNESS AND

HEALTH I


FITNESS AND

HEALTH III

FITNESS AND

HEALTH IV

CTE MAJOR

COSMETOLOGY I

COSMETOLOGY II

COSMETOLOGY III

COSMETOLOGY IV

INTERDISCIPLINARY

STUDIES

COSMETOLOGY I

COSMETOLOGY II

COSMETOLOGY III

COSMETOLOGY IV

WORLD LANGUAGE

SPANISH I

SPANISH II


APPLICATIONS IN ART

63

Cosmetology Program


English I 5 credits



Biology 5 credits

Spanish I 5 credits


Cosmetology I 10 credits

Sophomore



Chemistry 5 credits


Fitness and Health II 5 credits Cosmetology II 10 credits







Cosmetology III 10 credits



Applications in Art 5 credits Fitness and Health IV 5 credits

Cosmetology IV 20 credits

64

Cosmetology Program

Course Descriptions

Course Title: Cosmetology I


The Cosmetology I course is the foundation for the Cosmetology Program. It will enable

students to comprehend and perform entry level skills in wet hairstyling, including braiding,

roller placement, pin curls, and fingerwaves, shampooing and scalp treatments, properties of

hair and scalp, infection control, and basic nail techniques. State laws, rules and regulations,

related theory, safety, sanitation and professionalism will also be integrated in this course of

study.

Course Title: Cosmetology II


The Cosmetology II course entails more progressive practical skills – chemical texture

services/permanent waving and its related chemistry; haircutting; and thermal styling, inclusive

of blow dry styling, thermal curling, and thermal pressing. Skin structure, diseases and

disorders, hair removal, facials, and massage and make-up techniques will also be studied in

this course. During this level students are eligible to apply for a State of New Jersey

Cosmetology Student Permit. Related theory, safety, sanitation, and professionalism are

integrated in this course of study.

Course Title: Cosmetology III


The Cosmetology III course continues to build more progressive practical skills – techniques in

hair coloring and its related chemistry, men’s hairstyling and grooming, chemical texture

services/relaxers, wigs and hair enhancements, professional shave, and employment skills.

During this level students will also work on clientele in the school salon to begin to prepare for

the globally competitive workforce. Related theory, safety, sanitation, and professionalism are

integrated in this course of study.

65

Course Title: Cosmetology IV


The Cosmetology IV course is the conclusion to the Cosmetology Program. During the first half

of the school year students will continue to build their practical skills in advanced nail

techniques, principles of hair design, chemistry and electricity, anatomy review, and the salon

business. During this level students will also work on clientele in the school salon to prepare for

the globally competitive workforce. The second half of the school year is dedicated to state

board licensure preparation. Licensure preparation is designed to prepare the senior

cosmetology student to take the New Jersey State Board of Cosmetology Licensing Exam. It will

include both practical and theoretical skills necessary to successfully pass the exam and obtain

the state license required to seek employment in the salon industry.

66

CULINARY ARTS PROGRAM

Pathway Description

The U.S. Department of Labor reports that job growth in the culinary arts field is expected to

increase in the next decade. The field of Culinary Arts offers extensive career opportunities in

an exciting and challenging profession. Individuals interested in careers in the culinary arts

have substantial and varied opportunities. These individuals can choose to work in any food

service facility including restaurant settings, resorts, cruise ships, hotels, cafeterias and bakeries.

This field can even offer work as private chefs/cooks, caterers, consultants or managers.

Employment opportunities are not geographically limited; positions in culinary arts can be

obtained in nearly every region of the country and around the globe. Industry professionals can

obtain positions as head cooks, sous chefs, sub chefs, executive chefs, chefs de cuisine, cafeteria

chefs or short order cooks. These individuals can specialize in certain types of cuisine or food

preparation. The possibilities in the culinary arts field for interested individuals are endless.

Our program prepares students for a professional role in the fast growing commercial food

industry in both the culinary and baking fields. Students begin with basic food preparation

skills and advance to areas such as purchasing, managing, and leading. Each year, learners

engage in a semester of culinary arts and a semester of baking. The program emphasizes safety

and sanitation along with the proper use of equipment and utensils. The curriculum combines

theoretical foundations of terminology, culinary skills, safety, and industry standards with

practical, hands-on experiences.

Upon program completion, students will take the ServSafe New Jersey certification for safe food

handling. Students will also have the skills and training necessary to continue their studies at a

culinary institute or to enter into the work force upon graduation.

67

CULINARY ARTS PROGRAM

Course Sequence

CORE

GRADE 9

GRADE 10

GRADE 11

GRADE 12

ENGLISH

ENGLISH I

ENGLISH II


ENGLISH IV OR AP

LITERATURE/COMP

SOCIAL STUDIES

WORLD HISTORY


AP US HISTORY I


HISTORY II


OR INTERNSHIP

MATHEMATICS

ALGEBRA I OR

GEOMETRY

GEOMETRY OR

ALGEBRA II


PRECALCULUS OR AP

CALCULUS AB/BC OR MATH ELECTIVE OR INTERNSHIP

SCIENCE

BIOLOGY

CHEMISTRY




HEALTH/PHYSICAL

EDUCATION



FITNESS AND

HEALTH III

FITNESS AND

HEALTH IV

CTE MAJOR

CTE SEMINAR/

FINANCIAL LITERACY

CULINARY ARTS I

CULINARY ARTS II

CULINARY ARTS III

INTERDISCIPLINARY

STUDIES

APPLICATIONS IN ART

CULINARY ARTS I

CULINARY ARTS II

CULINARY ARTS III

WORLD LANGUAGE

SPANISH I

SPANISH II



68

Culinary Arts Program


English I 5 credits



Biology 5 credits

Spanish I 5 credits




Sophomore



Chemistry 5 credits


Fitness and Health II 5 credits Culinary Arts I 10 credits







Culinary Arts II 10 credits






Culinary Arts III 10 credits

69

Culinary Arts Program

Course Descriptions












Course Title: Culinary Arts I


The first year course of the Culinary Arts program provides a working knowledge of classical

culinary techniques through theory and hands-on experiences. Students learn basic skills

through instruction and practice in sanitation, hot food production, meat identification and

fabrication, pantry preparation, breakfast cookery, and basic culinary skills, as well as in baking

and pastries. The Culinary Arts program prepares students for entry into a variety of culinary

employment opportunities.

Course Title: Culinary Arts II


The second year of the Culinary Arts program builds upon the first year in providing a working

knowledge of classical culinary techniques through theory and hands-on experiences. Students

will learn basic culinary skills through instruction and practice in budgeting, purchasing,

baking, culinary nutrition, and hot food preparation. The Culinary Arts program combines a

foundation of culinary and management skills that meet the industry demands.

70

Course Title: Culinary Arts III


The final year of the Culinary Arts program builds upon the first and second year in providing

a working knowledge of classical culinary techniques through theory and hands-on

experiences. Students will learn basic culinary skills through instruction and practice in hot

food preparation, breakfast cookery, cold food preparation, and table service. Students will also

have the opportunity to become certified in ServSafe.

71

WELDING ENGINEERING PROGRAM

Pathway Description

From skyscrapers to cars, bridges to boats – welding shapes lives and communities every

day. In fact, most people are surprised to learn that half of our nation’s total gross national

product includes welding work, products, and services of some kind. From manufacturing to

construction, the demand for welders is strong. Specifically, in the state of New Jersey,

hundreds of welding jobs are expected to become available at the brand new Holtec Center

being built in Camden. The Center is being configured to foster a synergistic environment for

developing innovative designs for the power industry and for the manufacturing of complex

weldments in a 21st century world.

Over the course of four years, the CCTEC Welding Engineering program will help to develop

student skills in the following areas: shielded metal arc welding, gas metal arc welding, gas

tungsten arc welding, plasma arc welding, and oxyfuel gas cutting. Students will also be able to

prepare parts from simple sketches or blueprints, prepare welded joints from welding symbol

information, and make minor external repairs to equipment and accessories.

Prior to program completion, students will take the American Welding Society Entry Level

Welding Certification Workmanship Qualification Test. CCTEC has also established

partnerships with Holtec to bring job opportunities to students in our Welding Engineering

program.

72

WELDING ENGINEERING PROGRAM

Course Sequence

CORE

GRADE 9

GRADE 10

GRADE 11

GRADE 12

ENGLISH

ENGLISH I

ENGLISH II


ENGLISH IV OR AP

LITERATURE/COMP

SOCIAL STUDIES

WORLD HISTORY


US HISTORY I


HISTORY II

AP HISTORY OR SS


MATHEMATICS


GEOMETRY OR ALGEBRA

II


PRECALCULUS OR AP CALCULUS AB/BC OR MATH ELECTIVE OR

INTERNSHIP

SCIENCE

BIOLOGY

CHEMISTRY




HEALTH/PHYSICAL

EDUCATION



FITNESS AND

HEALTH III

FITNESS AND

HEALTH IV

CTE MAJOR


LITERACY

WELDING I

WELDING II

WELDING III

INTERDISCIPLINARY

STUDIES

APPLICATIONS IN ART

WELDING I

WELDING II

WELDING III

WORLD

LANGUAGE/ELECTIVES

SPANISH I

SPANISH II



73

Welding Engineering Program


English I 5 credits



Biology 5 credits

Spanish I 5 credits




Sophomore



Chemistry 5 credits


Fitness and Health II 5 credits Welding I 10 credits







Welding II 10 credits






Welding III 10 credits

74

Welding Engineering Program

Course Descriptions












Course Title: Welding Engineering I


This course will provide students with an introduction to the welding field. Students will spend

time in class studying terminology, safety, set-up and shut-down of all welding equipment and

related tools of the trade. Time will also be spent in the welding shop so students will get

hands-on experiences with oxy-acetylene cutting, welding and brazing along with arc welding.

Course Title: Welding Engineering II


This course will build on skills learned in Welding I. A higher percentage of time will be spent

in the shop reviewing the basic skills along with learning Gas Tungsten Arc Welding (GTAW)

and Gas Metal Arc Welding (GMAW). These welding skills will be developed by progressing

from flat, horizontal, vertical and overhead positions. In addition to this, pipe welding in the

horizontal rolled, horizontal fixed and vertical fixed position are taught.

75

Course Title: Welding Engineering III


This course will provide students with the opportunity to apply and develop skills learned in

Welding I and II by laying out and fabricating school projects and doing job cards for the

community. Students will also be able to prepare parts from simple sketches or blueprints,

prepare welded joints from welding symbol information, and make minor external repairs to

equipment and accessories. Prior to program completion, students will take the American

Welding Society Entry Level Welding Certification Workmanship Qualification Test.

76

Academics and Electives

77

English

Course Title: English I


In 9th grade English, students will critically read grade-level works of literature and

informational texts. Students will closely analyze for literal and inferred meaning and support

their thinking by effectively citing textual evidence. Students will expand their literary

worldview through a review of classic and contemporary literature that represents a variety of

time periods and cultures. There will be an increased emphasis on building a strong academic

and domain-specific vocabulary. Students will acquire general academic words from content-

specific texts and independently integrate domain-specific words into reading, writing, and

speaking building up to college and career readiness. The students will develop the skill,

fluency, and concentration to produce high-quality writing, as well as the capacity to revise and

edit their writing, as well as peer writing, over multiple drafts. Students will write routinely

over shorter and extended time frames for a range of tasks, purposes, and audiences; including

research writing, argumentative writing, creative writing, and explanatory writing. Students

will be challenged to initiate and participate effectively in a range of collaborative groups and

participate in discussions with peers on grade 9 topics, texts, and issues, building on others’

ideas and expressing their own clearly and persuasively. Students of various backgrounds,

interests, and skills will be empowered with the ability to begin to exercise their critical thinking

and problem solving skills in order to enrich their personal and professional lives.

Course Title: English II


In 10th grade English, students will closely and critically read increasingly complex works of

literature and informational texts. Students will continue to analyze, infer, and support their

thinking by citing textual evidence, developing an increased sophistication in choice of textual

support and paraphrasing. Students will build on prior learning through on-going review and

synthesis of classic and contemporary literature that represents an increasing variety of time

periods and cultures. There will be a continued emphasis on building a strong academic and

domain-specific vocabulary. Students will acquire general academic words from content-

specific texts and independently integrate domain-specific words into reading, writing, and

speaking. The students will demonstrate increased complexity in their ability to produce high-

quality writing, as well as the capacity to revise and edit their writing over multiple drafts.

Students will continue to write routinely over shorter and extended time frames for a range of

tasks, purposes, and audiences; including research writing, argumentative writing, creative

writing, and explanatory writing. Students will be challenged to make choices and take

ownership in a range of collaborative groups and participate in discussions with peers on grade

10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and

78

persuasively. Students of various backgrounds, interests, and skills will continue to build their

critical thinking and problem solving skills to grow personally, academically, and in their career

programs.

Course Title: English III


In 11th grade English, students will continue to closely and critically read complex works of

literature, making increasingly sophisticated personal connections, connections to other texts,

and/or global/historical connections when relevant. Students will synthesize multiple texts to

identify shared topics or themes, and identify multiple themes/main ideas in a single literary

work or informational text. Students will determine what the text actually means, considering

satire, sarcasm, irony, and understatement, describing how an author uses various rhetorical

strategies to advance that purpose, and analyzing how and why those choices contribute to the

overall effectiveness of the text. There will be an increased emphasis on building strong

academic and domain-specific vocabulary to prepare students for college placement exams and

advanced career options as well as to improve grade-level comprehension. Students will

continue to develop their reading and writing skills and apply a greater depth of knowledge

and analysis as they progress through the year. Students will be expected to write regularly, for

a variety of purposes, and to have developed an expertise in using technology proficiently for

production, publication, and collaboration. Historical documents and primary texts will be

discussed, analyzed, and evaluated. Students will write about topics of increased complexity,

drawing from these documents. By grade 11, students will have developed a shared culture and

classroom community, and will continue to problem-solve, create, and think collaboratively in

extended projects and discussions. This collaboration will start to mirror the expectations of the

workplace and higher-education, preparing students for college and careers.

Course Title: Advanced Placement English Language and Composition


The AP English Language and Composition course aligns to an introductory college-level

rhetoric and writing curriculum, which requires students to develop evidence-based analytic

and argumentative essays that proceed through several stages or drafts. Students evaluate,

synthesize, and cite research to support their arguments. Throughout the course, students

develop a personal style by making appropriate grammatical choices. Additionally, students

read and analyze the rhetorical elements and their effects in non-fiction texts, including graphic

images as forms of text, from many disciplines and historical periods. By grade 11, students will

have developed a shared culture and classroom community, and will continue to problem-

solve, create, and think collaboratively in extended projects and discussions. This collaboration

will start to mirror the expectations of higher-education, preparing students for college and

careers. Students who choose to take the AP English Language and Composition Test in May

79

and score at an appropriate level may be offered credit for the first year college composition

course. An AP test score of 4 or 5 is recommended to ensure college credit transferability.

Course Title: English IV


In 12th grade English, students will continue to closely and critically read increasingly

sophisticated works of literature, using their wealth of cross-curricular knowledge to make

relevant and pertinent global/historical connections. Students will independently research and

synthesize academic resources and primary texts to support a position or make a claim.

Students will continue to analyze elements of satire, sarcasm, irony, and understatement. By

building a repertoire of college and career level academic and domain-specific vocabulary,

students will build a strong foundation to support their future goals. Students will continue to

develop their reading and writing skills and be challenged to apply even greater depth of

knowledge and analysis as they progress through the year, working to college-level/post-

secondary reading and writing. Students will be expected to continue to write regularly, and for

a variety of purposes, and demonstrate expertise in using technology proficiently for

production, publication, and collaboration. Historical documents and primary texts will be

discussed, analyzed, and evaluated. Students will write about topics of increased complexity,

drawing from these documents. By grade 12, students will have developed a shared culture and

classroom community, and problem-solving, creation, and collaboration will mirror the

environments of the workplace and college, demonstrating that students are ready to meet the

demands and expectations of career and higher education.

Course Title: Advanced Placement English Literature and Composition


The AP English Literature and Composition course aligns to an introductory college-level

literary analysis course. The course engages students in the close reading and critical analysis of

imaginative literature to deepen their understanding of the ways writers use language to

provide both meaning and pleasure. As they read, students consider a work’s structure, style,

and themes, as well as its use of figurative language, imagery, symbolism, and tone. Writing

assignments include expository, analytical, and argumentative essays that require students to

analyze and interpret literary works. By grade 12, students will have developed a shared

culture and classroom community, and problem-solving, creation, and collaboration will mirror

the environments of college, demonstrating that students are ready to meet the demands and

expectations of career and higher education. Students will have the option of taking the

Advanced Placement test in May for college credit. An AP test score of 4 or 5 is recommended

to ensure college credit transferability.

80

Health and Physical Education

Course Title: Fitness and Health I


In order for students to pursue a successful career and technical education, they must lead a

healthy and active lifestyle. Our physical education program addresses the issues of the total

body, physically and mentally. The curriculum is intertwined so that the concepts learned in the

freshman year are reinforced in the upperclassmen years. In participating in the Health and PE

program at CCTEC, students will be equipped with the information and skills they will need to

make good decisions, and to become responsible, active, healthy and productive citizens. In

Grade 9, Health and Physical Education is divided into four units of instruction: Fitness for Life,

Project Adventure, Competitive Sports, and Health. The units are not meant to be taught in

isolation from one another. They are meant to be continuously connected to one another

throughout the school year as a reinforcement of our Health and PE philosophy: “Fit for Life.”

Students will be introduced to a very unique program called Project Adventure in which they

will engage in experiential learning techniques that will teach them critical life skills such as:

responsible personal and social behavior, the ability to problem-solve, and the ability to use

effective interpersonal skills. Specifically, in the Health unit, there is a focus on bullying and

suicide prevention, character development and communication skills, and reproductive health.

Students develop an understanding of the importance of bullying and suicide prevention by

developing skills to build positive self-esteem, coping skills, and strategies for the prevention of

unhealthy feelings and practices. Students are introduced to contraception and reproductive

health and making positive choices when in relationships.

Course Title: Fitness and Health II


Building upon the ideals learned during the ninth grade year, students in tenth grade Health

and PE will continue to engage in learning about critical life skills. The philosophy of “Fit for

Life” will continue to be emphasized, as students learn to incorporate this idea into both

physical and mental aspects of their lives along with how this idea fits in with their career

interests and goals. Students will once again engage in four units of study: Fitness for Life,

Project Adventure, Competitive Sports, and Health/Driver’s Education. As a part of the health

unit, students will engage in New Jersey standards linked to Driver Education. As a

culminating assessment, students will take the written portion of the NJ mandated driver’s test

in order to assist them in preparing to obtain a New Jersey Driver’s License.

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Course Title: Fitness and Health III


Building upon the ideals learned during the tenth grade year, students in eleventh grade Health

and PE will continue to engage in learning about critical life skills. The philosophy of “Fit for

Life” will continue to be emphasized, as students learn to incorporate this idea into both



Project Adventure, Competitive Sports, and Health. As a part of the health unit, students will

engage in studies on mental and physical wellness, nutrition, dietary trends, disease prevention,

health-related fitness components, proper usage of medicines, stress management, and the

basics of first aid/CPR.

Course Title: Fitness and Health IV


Building upon the ideals learned during the eleventh grade year, students in twelfth grade

Health and PE will continue to engage in learning about critical life skills. The philosophy of

“Fit for Life” will continue to be emphasized, as students learn to incorporate this idea into both



Project Adventure, Competitive Sports, and Health. As a part of the health unit, students will

engage in studies on healthy and unhealthy decision-making, medical advancements, disease

prevention, societal impact of drug abuse, healthy relationships, domestic violence, unique

family structures, pregnancy and parenting strategies, core ethical values, communication skills,

issues facing individuals with disabilities, health issue solutions, and emergency response and

CPR.

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Mathematics

Course Title: Algebra I


Pre-Requisite: Pre-Algebra

The fundamental purpose of this course is to formalize and extend the mathematics that

students learned in the middle grades. Many of the concepts presented in Algebra I are

progressions of the concepts that were started in grades 6 through 8. The critical areas deepen

and extend understanding of linear and exponential relationships by contrasting them with

each other and by applying linear models to data that exhibit a linear trend. Students also

engage in methods for analyzing, solving, and using quadratic functions. In the context of a

career and technical school, this course will offer activities, performance tasks, and projects that

link the students’ specific program interests to the content and skills covered. The skills of

constructing and interpreting graphs and collecting and analyzing data are applicable to the

CTE courses offered at the school. This course will also involve work with more complicated

equations and inequalities, additional applications, functions and their graphs, systems of

equations, polynomials, factoring, and various other topics. Students should be proficient

working with functions and decimals without a calculator. The Mathematical Practice

Standards apply throughout the course and, together with the content standards, prescribe that

students experience mathematics as a coherent, useful, and logical subject that makes use of

their ability to make sense of problem situations.

Course Title: Geometry

Grade Level: 9, 10 Credits: 5

Pre-Requisite: Algebra I

The fundamental purpose of this Geometry course is to formalize and extend students’

geometric experiences from the middle grades. Students explore more complex geometric

situations and deepen their explanations of geometric relationships, moving towards formal

mathematical arguments. In the context of a career and technical school, this course will offer

activities, performance tasks, and projects that link the students’ specific program interests to

the content and skills covered. The skills of creating two-dimensional and three-dimensional

drawings, accuracy with measurement, and demonstrating logic and reasoning are applicable

to the CTE courses offered at the school. Additionally, important differences exist between this

Geometry course and the historical approach taken in Geometry classes. For example,

transformations are emphasized early in this course. The class starts with two- dimensional

geometry and its functional uses, and it is extended to coordinate with three-dimensional

geometry. Also included are angles related to parallel lines and circles as well as proving

triangles congruent by use of reasoning. Formulas are used in conjunction with finding area,

volume, and perimeter of various polygons. The Mathematical Practice Standards apply

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throughout the course and, together with the content standards, prescribe that students

experience mathematics as a coherent, useful, and logical subject that makes use of their ability

to make sense of problem situations.

Course Title: Algebra II

Grade Level: 9, 10, 11 Credits: 5

Pre-Requisite: Algebra I and Geometry

Building on their work with linear, quadratic, and exponential functions, students extend their

repertoire of functions to include polynomial, rational, and radical functions. Students work

closely with the expressions that define the functions, and continue to expand and hone their

abilities to model situations and to solve equations, including solving quadratic equations over

the set of complex numbers and solving exponential equations using the properties of

logarithms. The students will review, strengthen, and expand the skills acquired in Algebra I. In

the context of a career and technical school, this course will offer activities, performance tasks,

and projects that link the students’ specific program interests to the content and skills covered.

The skills of constructing and interpreting graphs and understanding and applying boundaries

within inequalities are applicable to the CTE courses offered at the school. Topics will also

include linear equations and inequalities, graphing, complex numbers, and quadratics. The

Mathematical Practice Standards apply throughout the course and, together with the content

standards, prescribe that students experience mathematics as a coherent, useful, and logical

subject that makes use of their ability to make sense of problem situations.

Course Title: Precalculus


Pre-Requisite: Algebra II

This Precalculus course creates a solid foundation for further mathematical endeavors. The

intent of this class is to enable students to move toward independent learning within the context

of review and extension, as well as to provide an introduction of topics essential for further

study. Attention will be given to strengthening skills learned in previous courses and using

these skills to develop problem solving strategies in advanced mathematical topics. In the

context of a career and technical school, this course will offer activities, performance tasks, and

projects that link the students’ specific program interests to the content and skills covered. The

skills of solving for missing lengths and angle measurements within right triangle trigonometry

are applicable to the CTE courses offered at the school. This is a full-year course that, in

addition to right triangle trigonometry, will also cover basic circular trigonometric functions.

Additional topics will include: the six trigonometric functions and their applications,

trigonometric identities, the conic sections, real number systems, functions and their graphs,

quadratic equations, logarithms, complex number systems, combinations, permutations, and

probability. The Mathematical Practice Standards apply throughout the course and, together

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with the content standards, prescribe that students experience mathematics as a coherent,

useful, and logical subject that makes use of their ability to make sense of problem situations.

Course Title: Calculus


Pre-Requisite: Precalculus

This course is intended for those students who have successfully completed Precalculus. A

thorough knowledge of algebra, geometry, and trigonometry is mandatory. The fundamental

purpose of this course is to develop the students’ understandings of the concepts of calculus

and to provide experience with its methods and applications. The course emphasizes a multi-

representational approach to calculus, with concepts, results, and problems being expressed

graphically, numerically, analytically, and verbally. The connections among these

representations also are important. Students will learn to appreciate the value of calculus as the

mathematics of change and motion. This course will prepare students for further study in all

branches of higher mathematics, science, and related fields. Topics that will be included are:

limits and continuity, differentiation with applications, and integration with applications.

Calculus is not only the language for expressing physical laws in precise terms, but it is also a

tool for studying these laws. Technology is used regularly to reinforce these approaches, to

confirm written work, to implement experimentation, and to assist in interpreting results. The

Mathematical Practice Standards apply throughout each course and, together with the content

standards, prescribe that students experience mathematics as a coherent, useful, and logical

subject that makes use of their ability to make sense of problem situations.

Course Title: Advanced Placement Calculus AB


Pre-Requisite: Trigonometry/Precalculus

AP Calculus is a course intended for students who have a thorough knowledge of college

preparatory mathematics, including algebra, axiomatic geometry, trigonometry, and analytic

geometry. It is an introduction to calculus with elementary functions. The topics in the scope of

the course are divided into three broad categories: limits and continuity, differential calculus,

and integral calculus. Students will learn to appreciate the value of calculus as the mathematics

of change and motion. In the context of a career and technical school, this course will offer

activities, performance tasks, and projects that link the students’ specific program interests to

the content and skills covered. This course will prepare students for further study in all

branches of higher mathematics, science, and related fields. Students will receive instruction

that emphasizes topics found on the AP Calculus AB exam. An AP test score of 4 or 5 is

recommended to ensure college credit transferability.

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Course Title: Advanced Placement Calculus BC


Pre-Requisite: AP Calculus AB

AP Calculus BC is roughly equivalent to both first and second semester college calculus

courses. It extends the content learned in AB to different types of equations (polar, parametric,

vector-valued) and new topics (such as Euler's method, integration by parts, partial fraction

decomposition, and improper integrals), and introduces the topic of sequences and series. The

AP course covers topics in differential and integral calculus, including concepts and skills of

limits, derivatives, definite integrals, the Fundamental Theorem of Calculus, and series. The

course teaches students to approach calculus concepts and problems when they are represented

graphically, numerically, analytically, and verbally, and to make connections amongst these

representations. Students learn how to use technology to help solve problems, experiment,

interpret results, and support conclusions. This course will prepare students for further study in

all branches of higher mathematics, science, and related fields. Students will receive instruction

that emphasizes topics found on the AP Calculus BC exam. An AP test score of 4 or 5 is

recommended to ensure college credit transferability.

Course Title: Modern Math


This course will focus exclusively on the use of mathematics to solve real-world problems. It

will take on a project-based type of structure in which students will research problems and

present solutions utilizing mathematical concepts. Various topics will be integrated into the

projects including: statistics and probability, coding, finances, and career-specific math.

Targeted focus will also be placed on the mathematical practice standards including: making

sense of problems and persevering in solving them, reasoning abstractly and quantitatively,

constructing viable arguments and critiquing the reasoning of others, modeling with

mathematics, using appropriate tools strategically, attending to precision, looking for and

making use of structure, and looking for and expressing regularity in repeated reasoning.

Additional emphasis will be placed on collaboration skills, subject-specific discourse, group

communication, creativity, analytical thinking, and mathematical application.

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Science

Course Title: Biology


Biology is an introduction to the study of living things and their interdependence with the

environment. This course will emphasize the development of students’ scientific process skills,

laboratory techniques, and an understanding of the fundamental principles of living organisms.

Students will develop understandings of key concepts that help them make sense of life science.

The ideas are building upon students’ science understanding of disciplinary core ideas, science

and engineering practices, and crosscutting concepts from earlier grades. There are five life

science topics in high school: 1) Structure and Function, 2) Inheritance and Variation of Traits,

Matter and Energy in Organisms and Ecosystems, 4) Interdependent Relationships in

Ecosystems, and 5) Natural Selection and Evolution. The performance expectations for high

school life science blend core ideas with scientific and engineering practices and crosscutting

concepts to support students in developing useable knowledge that can be applied across the

science disciplines. This course is supplemented with a required laboratory component

corresponding to the material studied in the classroom. Students will gain skills using

laboratory apparatuses and correct laboratory techniques and procedures along with being able

to properly report their findings. In the context of a career and technical school, this course will

also offer activities, projects, and labs that link the students' specific program interests to the

content and skills covered.

Course Title: Chemistry


Pre-Requisite: Biology

Students in Chemistry will develop an understanding of the major ideas in the physical

sciences. These ideas include the most fundamental concepts from chemistry, but are intended

to leave room for expanded study in upper-level high school courses. These performance

expectations blend the major ideas with scientific and engineering practices and crosscutting

concepts to support students in developing useable knowledge to explain ideas across the

science disciplines. In the chemistry performance expectations at the high school level, there is a

focus on several scientific practices. These include: developing and using models, planning and

conducting investigations, analyzing and interpreting data, using mathematical and

computational thinking, and constructing explanations. Students will use these practices to

demonstrate understanding of the major ideas. They are also expected to demonstrate

understanding of several engineering practices, including design and evaluation. This course is

supplemented with a required laboratory component corresponding to the material studied in

the classroom. Students will gain skills using laboratory apparatuses and correct laboratory

techniques and procedures along with being able to properly report their findings. In the

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context of a career and technical school, this course will also offer activities, projects, and labs

that link the students' specific program interests to the content and skills covered.

Course Title: Physics


Pre-Requisite: Chemistry and Algebra I

In Physics, students will study the physical world around them, including kinematics,

dynamics, energy, momentum, electrostatics, circuits, and waves. Students will analyze and

model real physical systems and predict changes in order to engineer possible solutions to

problems. Student will accomplish this through guided, cooperative, and independent inquiry-

based activities in which they apply their conceptual understanding. This course is

supplemented with a required laboratory component corresponding to the material studied in

the classroom. Students will gain skills using laboratory apparatuses and correct laboratory

techniques and procedures along with being able to properly report their findings. In the

context of a career and technical school, this course will also offer activities, projects, and labs

that link the students' specific program interests to the content and skills covered.

Course Title: Advanced Placement Biology


Pre-Requisite: Biology

This course is designed for the individual whose intentions are to pursue a science or medical-

related major in college. The Advanced Placement level explores the finer details of biological

processes and requires a highly motivated student. The student will be required to recall many

of the principles acquired in biology and chemistry. These skills will be utilized in many of the

college-level laboratory exercises that support the content. Topics to be covered include

molecules and cells, energy and metabolism, heredity and evolution, organisms and

populations, ecology, and a comparative invertebrate study. This course is supplemented with a

required laboratory component corresponding to the material studied in the classroom.

Students will gain skills using laboratory apparatuses and correct laboratory techniques and

procedures along with being able to properly report their findings. The successful completion

and comprehension of these topics will prepare the student for the Advanced Placement

National exam. An AP test score of 4 or 5 is recommended to ensure college credit

transferability. In the context of a career and technical school, this course will also offer

activities, projects, and labs that link the students' specific program interests to the content and

skills covered.

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Course Title: Advanced Placement Physics I


Pre-Requisite: Algebra I and Geometry

This is a course for the college-bound student who has demonstrated a proficiency in science

and mathematics. The principles of Trigonometry will be introduced in connection with

physical concepts. An understanding of the basic principles involved and the ability to apply

these principles, along with the necessary mathematical tools in the solution of problems, will

be a major goal of this program. The program will cover a broad range of physical topics that

form the basis of a one-year terminal college course. The course provides a foundation in

physics for the student in life sciences, pre-medicine, and applied sciences, as well as other

fields not directly related to science. Advanced physics or engineering programs in college may

require additional course work. AP Physics 1 is an algebra-based, introductory college-level

physics course that explores topics such as Newtonian mechanics (including rotational motion);

work, energy, and power; mechanical waves and sound; and introductory, simple circuits.

Through inquiry-based learning, students will develop scientific critical thinking and reasoning

skills. This course requires that 25 percent of the instructional time be spent in hands-on

laboratory work, with an emphasis on inquiry-based investigations that provide students with

opportunities to apply the science practices. The laboratory program will include procedures,

experiments, and projects designed to illustrate physical principles, data collection

methodologies, and the appropriate analysis of physical data. Lab procedures will include data

collection using classical and computer interfaced data collection equipment, as well as

computer-simulated data. An AP test score of 4 or 5 is recommended to ensure college credit

transferability. In the context of a career and technical school, this course will also offer

activities, projects, and labs that link the students' specific program interests to the content and

skills covered. *Must be taken concurrently with Algebra II if not already taken in the past.

Course Title: Advanced Placement Chemistry


Pre-Requisite: Chemistry

The goal of the AP Chemistry course is to act as a supplement to a first-year college or

university general chemistry course. Some topics such as stoichiometry, atomic structure,

electron configuration, VSEPR structures, Lewis structures, gas laws, phases and phase changes,

and thermodynamics that were covered in students’ previous chemistry classes will be covered

in a much greater depth. New topics that also will be covered at a college level are oxidation

reduction chemistry, equilibrium and constants, electrochemistry, nuclear chemistry, and

reaction rates. There is a greater emphasis placed on the lab section of the course when

compared to previous science classes. Labs will be expected to be performed in a professional

manner and at a level equivalent to what would be experienced in a college or university. An

AP test score of 4 or 5 is recommended to ensure college credit transferability. In the context of a

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career and technical school, this course will also offer activities, projects, and labs that link the

students' specific program interests to the content and skills covered.

Course Title: Forensics


This course includes the applications of forensic science concepts (which involves biology,

chemistry, and physics) to analyze and investigate evidence that may be discovered in a

criminal investigation. There is a heavy focus on reading case studies and case law in this

course. An emphasis is also placed on being able to write and defend conclusions in a concise

manner supported with evidence either from class or from the lab experiences presented.

Students will regularly analyze evidence, apply scientific practices, and present their findings.

Classroom activities will include: laboratory investigations and activities, research projects,

famous case studies, lab practicums, careers within the forensic field, and the infusion of

technology throughout the scope of the course. Topics specific to the forensics field will include:

an introduction to civil and criminal law; crime scenes & protocols; physical and trace evidence

specifically including hairs and fibers; fingerprints; human remains involving entomology

(bugs), anthropology (bones), and odontology (teeth); serology involving blood typing, blood

spatter, and drugs & toxicology; fires & explosions including arson, explosives, and ballistics;

DNA; and white collar crime including forgeries & document analysis and cyber forensics.

Course Title: Marine and Environmental Science


This hands-on and project-based course is designed for students with an interest in

environmental science as it relates to the biosphere in general in addition to the many aspects of

the marine world, specifically those bodies of water that surround our local community. As a

part of the class, learners will develop the ability to identify real-world environmental issues

that exist within the various ecosystems on earth and within aquatic habitats. Cause and effect

relationships between populations and environmental stability will be explored. Students will

evaluate claims regarding loss of biodiversity and its effect on Earth’s ecosystems. By examining

the availability of natural resources and occurrences of natural hazards, students will design,

evaluate, and refine solutions to reduce the human impacts on Earth’s systems. Students will

also explore the composition of the ocean, marine organisms - their habitats, tides, waves, and

coasts, and how humans are impacting oceans on a global scale. Classroom activities include

laboratory investigations and activities, research projects, problem solving, data collection, and

strategic thinking to increase student awareness of the importance of the marine community in

our ever-changing world. Students will also utilize the greenhouse for fieldwork and

experiments.

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Social Studies

Course Title: World History


The ninth grade World History course provides students with a comprehensive and inter-

disciplinary approach to studying history and its relationships to present-day society. The

course begins with a segment on digital literacy and teaching the students to become

responsible digital citizens. Elements of responsible digital literacy will be integrated

throughout the course over the ninth grade year. In the realm of history, the course will cover

World History from 1350 to the present. It begins with the emergence of the first global age,

emphasizing technological and economic development based on trade and the growth of

empires. The course will then lay the foundations for the modern era beginning with the

Renaissance and proceeding through the Scientific Revolution, Reformation, and

Enlightenment. The third unit centers on industrialism, imperialism, and political revolution in

the 18th and 19th centuries. The second semester begins with World War I, emphasizing its

causes and the consequences that led to the political and economic developments of the inter-

war period and the outbreak of World War II. The fifth unit is an investigation into the Cold

War and the impact of the bipolar system on decolonization and independence movements. The

course concludes with the study of contemporary issues, such as population growth, the

environment, human rights, the proliferation of intergovernmental organizations, and the

impact of threats, such as terrorism on national security. Throughout this course, students will

be challenged to recognize the continuity of human behavior through time and to engage in

analysis and synthesis utilizing primary documents. Students will also engage in various

project-based learning modules, writing, and Document-Based Question (DBQ) projects that

may include content matter focusing on specific career and technical programs.

Course Title: United States History I


This course is designed to provide students with an in-depth examination of the political,

economic, and social development of the United States. It will cover topics from Westward

Expansion through the Great Depression and New Deal. The year will begin with a review of

U.S. expansionist policy prior to the Civil War and then continue with U.S. expansionist policy

through the closing of the frontier in 1890 with a focus on conflicts between the U.S.

government and Native American nations. Next, students will study the topics of

Industrialization, Immigration, Urbanization, and Progressivism to describe changes in the U.S.

as the country moved from an agrarian to an industrial society. In this unit, students will

examine how the labor movement tried to improve conditions for all workers and how

progressive reformers attacked social, political, and economic problems. Students will then

examine how the U.S. developed as a world power through a unit on imperialism and WWI.

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The year will conclude with a study of the Era between the World Wars, where students will

learn about the Roaring Twenties, Great Depression, and New Deal. This course will also allow

students to analyze and synthesize materials at a high level and will give them an opportunity

to examine historical information from a variety of sources. Students will also engage in various

project-based learning modules, writing, and Document-Based Question (DBQ) projects that

may include content matter focusing on specific career and technical programs.

Course Title: Pre-Advanced Placement United States History I


The Pre-Advanced Placement course in United States History I is designed to provide students

with the analytical skills and factual knowledge necessary to deal critically with the problems

and materials in United States history between the years of 1607-1865. The Pre-AP U.S. History I

course focuses on the development of historical thinking skills (chronological reasoning,

comparing and contextualizing, crafting historical arguments using historical evidence, and

interpreting and synthesizing historical narrative) and an understanding of content learning

objectives organized around seven themes, such as identity, peopling, and America in the

world. The program prepares students for intermediate and advanced college courses by

making demands upon them equivalent to those made by full-year introductory college

courses. This approach involves the use of a basic college-level textbook and the examination of

supplemental readings in the forms of documents, essays, or books on special themes. Students

will also engage in various project-based learning modules, writing, and Document-Based

Question (DBQ) projects that may include content matter focusing on specific career and

technical programs. After completion of AP United States History II, students will be eligible to

take the Advanced Placement examination.

Course Title: United States History II


This course is designed to provide students with an overview of the political, economic, and

social development of the United States between 1920 and the present. This course continues

the study of United States history begun in the previous year. Units of study will include those

of the capitalist economic system, giving special attention to the Great Depression and current

economic theories and practices; the causes of World War II and its effects upon global and

domestic developments; a comparative study of various political systems; and tracing and

evaluating the development of United States foreign policy, giving specific attention to our

involvement in the Cold War. Students will also engage in various project-based learning

modules, writing, and Document-Based Question (DBQ) projects that may include content

matter focusing on specific career and technical programs.

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Course Title: Advanced Placement United States History II


The Advanced Placement program in United States History II is designed to provide students

with the analytical skills and factual knowledge necessary to deal critically with problems and

materials in United States history between the years of 1865 and the present. The AP U.S.

History II course focuses on the development of historical thinking skills (chronological

reasoning, comparing and contextualizing, crafting historical arguments using historical

evidence, and interpreting and synthesizing historical narrative) and an understanding of

content learning objectives organized around seven themes, such as identity, peopling, and

America in the world. This program will prepare students for intermediate and advanced

college courses by providing them with tasks equivalent to those made by full year introductory

college courses. This approach involves the use of a college-level textbook and the examination

of supplemental readings in the forms of documents, essays, or books on special themes.

Students will also engage in various project-based learning modules, writing, and Document-

Based Question (DBQ) projects that may include content matter focusing on specific career and

technical programs. Students in this course will also be given the opportunity to take the

Advanced Placement Examination given in May. An AP test score of 4 or 5 is recommended to

ensure college credit transferability.

Course Title: Human Rights and Genocide


This course offers a survey of major genocidal events from the early Twentieth Century to the

present. While presenting the historical facts within a broader context of world affairs, a

primary concern of the course is to explore the ethical and philosophical implications of modern

mass atrocities, particularly genocide. The Holocaust will be the major focus of the course,

although other genocides, including Armenian, Cambodian, and Rwandan genocides will also

be presented. By focusing on the choices of individuals who experienced this history—through

primary sources, eyewitness testimonies, personal reflections, poetry, and images—students are

given a lens to thoughtfully examine the universal themes and questions about human behavior

inherent in a study of the Holocaust. Students are also prompted to draw connections between

history and the world today. Crimes against humanity such as those in the Balkans in the 1990s

as well as Darfur and the Sudan in more recent years will also be discussed. The course leads

students through an examination of history while fostering their skills in ethical reasoning,

critical thinking, empathy, and civic engagement.

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Course Title: Sociology


In this course, students will investigate the role of social institutions in forming and maintaining

social norms and expectations for individuals, groups and organizations and for addressing

social problems. Topics will include: socialization, research methods, diversity and inequality,

cooperation and conflict, and social change. Practical application and active student

involvement are emphasized.

Course Title: Advanced Placement United States Government and Politics


AP U.S. Government and Politics provides a college-level, nonpartisan introduction to key

political concepts, ideas, institutions, policies, interactions, roles, and behaviors that characterize

the constitutional system and political culture of the United States. Students will study U.S.

foundational documents, Supreme Court decisions, and other texts and visuals to gain an

understanding of the relationships and interactions among political institutions, processes, and

behavior. They will also engage in disciplinary practices that require them to read and interpret

data, make comparisons and applications, and develop evidence-based arguments. In addition,

they will complete a political science research or applied civics project.

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Visual Arts

Course Title: Applications in Art


This one-year course introduces students to the Elements of Art and Principles of Design while

developing drawing skills, painting techniques, sculpting experiences, and printmaking. Studio

experiences in the classroom will give students opportunities to experience a variety of media

(pencil, pen, ink, charcoal, pastel, watercolor, and tempera paint) while developing their

individual styles and creative problem solving skills. Students will demonstrate their ability to

respond, to analyze and to interpret their own artwork and the work of others through

discussions, critiques, and writings. The goal is to encourage students to utilize creative, flexible

thinking and risk-taking to advance in the job training and/or education necessary for their

chosen career.

Course Title: Graphic Design


The Graphic Design course allows students to engage in the creative process that combines art

and technology to communicate ideas. The designer works with a variety of communication

tools in order to visually convey a message for a client’s product or service to a particular target

audience. Students will work on projects utilizing industry standard software and hardware in

a classroom environment that stimulates a real-world design studio. Students will be

introduced to the basic design principles and processes that must be followed in order to

successfully complete projects that meet specific criteria. Students will become familiar with

industry standard software such as Adobe Photoshop, Illustrator and InDesign. Additionally,

students will become familiar with post-production techniques for finishing, mounting, and the

creation of mock-ups. In addition to the computer and software portion of the course, students

will properly handle and use digital cameras, scanners, and other various output devices, such

as printers and backup storage disks. The goal is to encourage students to utilize

creative, flexible thinking and risk-taking to advance in the job training and/or education

necessary for their chosen career. This course will also include a basic understanding of skills a

graphic designer needs to be successful in this field as well as various career options a designer

can pursue.

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World Language

Course Title: Spanish I


As part of a career and technical education, learning another language can be instrumental in

providing students with additional communication skills. Spanish I will offer activities and

projects that link specific program interests to the content and skills covered. Students will be

introduced to common vocabulary, phrases and concepts necessary for daily interpersonal

interaction. Emphasis will be placed on basic communication and comprehension in everyday

situations, i.e. survival skills. Students will gain a working knowledge of the basic structure of

the target language using the present tense. Students will engage in activities such as, the

creation and performance of original dialogues, question and answer situations as posed by the

teacher or other students, and various paired and group projects all centered in thematic units.

Students will begin to talk about topics and situations that are of interest to them, their friends

and the target language community. They will begin to speak Spanish and will discover how

they can greet others in Spanish and talk to them about the daily routines of student life.

Gradually, they will develop their ability to understand spoken and written Spanish. Thematic

learning objectives are presented within the framework of the three modes of communication,

as outlined by the American Council on the Teaching of Foreign Languages (ACFTL):

Interpersonal, Interpretive and Presentational. All activities and assignments are aligned with

the three modes and with the New Jersey Standards for Learning for the Novice-Mid level. The

textbook series, Realidades, includes many online resources for students to be able to practice

with outside of school.

Course Title: Spanish Heritage I


The Spanish Heritage Language (SHL) Program offers courses mainly for individuals who grew

up in Spanish-speaking environments and are able to communicate, to some extent, in more

than one language. The connection to the language may come through community, family, or

cultural heritage. Not all SHL learners are proficient in their heritage language. The main

purpose of the SHL program is to build upon the language knowledge that students bring to

the classroom and advance their proficiency of Spanish for multiple contexts. Special attention

is given to building vocabulary, acquiring and effectively using learning strategies, and

strengthening composition skills in Spanish. Cultural projects and readings reinforce learners’

understandings of the multiple issues related to the Hispanic cultures in the United States.

Instruction will be carried out strictly in the target language of Spanish. Spanish Heritage 1 will

build upon the language base which the students already possess. There will be a focus on

developing students’ skills in reading, writing, listening, and speaking.

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Course Title: Spanish II


Spanish II is designed for students who have completed one year of Spanish I or who have

passed a placement test with a sufficient score. Second year students will learn to use different

verb tenses (present and past tenses), continue to build vocabulary, and become more proficient

in speaking and comprehension skills. As a part of a career and technical education, learning

another language can be instrumental in providing students with additional communication

skills. Spanish II will offer activities and projects that link specific program interests to the

content and skills covered. Thematic learning objectives are presented within the framework of

the three modes of communication, as outlined by the American Council on the Teaching of

Foreign Languages (ACFTL): Interpersonal, Interpretive and Presentational. All activities and

assignments are aligned with the three modes and with the New Jersey Standards for Learning

for the Novice-High level. The textbook series, Realidades, includes many online resources for

students to be able to practice with outside of school.

Course Title: Spanish Heritage II












focus on continued development of the four skills of reading, writing, listening, and speaking

but will place more emphasis on reading and writing in addition to vocabulary building and a

review of grammar.

Course Title: Spanish III


Spanish III is designed for students who have completed Spanish I and II. It starts with a strong

language program in the beginning levels. Students in the upper levels of study are most

successful when earlier levels have featured thematic instruction with integrated vocabulary,

grammar, communication and culture. The third year will provide further development in the

areas of speaking, listening and writing. As a part of a career and technical education, learning

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another language can be instrumental in providing students with additional communication

skills. Spanish III will offer activities and projects that link specific program interests to the

content and skills covered. This course will build communicative activities and pronunciation

skills using various supplemental resources. It also builds bridges to cultural understanding

through readings on cultural products, practices and comparisons.

Course Title: Spanish Heritage III












focus on continued development of the four skills of reading, writing, listening, and speaking

but will place more emphasis on literacy and speaking in addition to reading authentic

materials, writing in the target language, and communicating with other native speakers.

Course Title: Spanish IV


This senior year course will help students develop an understanding of how the world is

organized and interconnected. It is designed to develop and refine the four communicative

skills in the Spanish language as students discuss family, health, art, public figures, ecosystems,

careers, and education within Spanish-speaking countries and how they relate to the United

States. Through the study of current and past issues, students will make connections,

comparisons, and develop a deeper understanding of their own language and culture and those

of other communities. Students will develop the necessary skills to interpret and communicate

in Spanish in both their educational and personal life.

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Course Title: Advanced Placement Spanish Language and Culture


The AP Spanish Language and Culture course emphasizes communication (understanding and

being understood by others) by applying interpersonal, interpretive, and presentational skills in

real-life situations. This includes vocabulary usage, language control, communication strategies,

and cultural awareness. The AP Spanish Language and Culture course strives not to

overemphasize grammatical accuracy at the expense of communication. To best facilitate the

study of language and culture, the course is taught almost exclusively in Spanish. The AP

Spanish Language and Culture course engages students in an exploration of culture in both

contemporary and historical contexts. The course develops students’ awareness and

appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions);

practices (patterns of social interactions within a culture); and perspectives (values, attitudes,

and assumptions).

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Electives

Course Title: Financial Literacy


This course has been designed to not only satisfy students’ financial literacy graduation

requirement but to also provide them with a senior seminar experience that will assist in

transitioning learners into their post-secondary pathways. The financial literacy portion of the

course will emphasize finance, economics, business, and entrepreneurial literacy as it applies to

everyday life situations. Personal decision-making regarding budgeting, career choices,

investments, loans, and insurance will be covered. The senior seminar portion of the class will

be dedicated to preparing students for the post-secondary world. At selected time frames

throughout the year, learners will be given time and support to engage in college- or career-

specific tasks, including assignments related to college essay writing, filling out college and job

applications, completing important tasks in Naviance (the school’s digital platform for post-

secondary planning), applying for scholarships, and preparing for the SATs/ACTs. Students

will also explore various career options as they relate to finances, educational training, and

preparedness. Additionally, students will build appropriate interview skills and create proper

resumes. The course will be taught in collaboration with the school’s guidance counselors, who

will be a consistent source of support for students.

Course Title: Innovation and Entrepreneurship


This course discusses the basics every student needs to organize successful, technology-driven

innovation in both entrepreneurial and established organizations. It begins by examining

innovation-based strategies as a source of competitive advantage and then examines how to

build organizations that excel at identifying, building, and commercializing technological

innovations. Major topics include: how the innovation process works; creating an

organizational environment that rewards innovation and intrapreneurship; designing

appropriate innovation processes; organizing to take advantage of internal and external sources

of innovation; and structuring entrepreneurial and established organizations for effective

innovations that consider environmental, social, and economic impacts. This course promotes

leadership skills with a project-based and collaborative approach to real-world, 21st century

challenges. Students in this course will participate in dynamic and competitive activities that

emphasize critical and creative thinking. It also introduces students to new trends prevalent in

the business and technology sectors.

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Course Title: Public Speaking and Communication


This course is intended to facilitate the development of advanced communication skills in order

to prepare students to excel in a variety of academic, professional, and personal experiences.

Students will engage in speaking, listening, reading, and writing assignments that explore both

the theoretical foundations as well as the practical applications of effective communication.

They will engage with texts from history to present-day in order to analyze and model effective

rhetorical techniques and appeals. Students will learn how to research, outline, draft, and

deliver presentations for a variety of scenarios; from short informal presentations and group

discussions, to longer formal speeches. They will explore practical workplace and interpersonal

communications, as well as investigate the implications of modern social media. Timely issues

and current events relative to the course will be explored in depth. Throughout the year,

students will be expected to engage in the provided public speaking opportunities. They will

learn to develop and deliver appropriate and effective messages for specific audiences,

purposes, and contexts by using logical arguments, critical thinking, and listening skills. This

course is designed to allow significant autonomy in the topics for discussion, research, and

presentation. Through instructor and peer feedback, students will gain real-world insight into

their strengths and needs in all modes of communication.

Course Title: Research and Development


During this course, students will acquire and use knowledge to solve technological problems

using the engineering design process. Learners will be given the choice to select a challenge to

collaborate on and work through with peers who have similar interests. A large portion of this

course will allow students to focus on the school’s Career and Technical Student Organization

(CTSO) activities including, but not limited to: SkillsUSA, Health Occupation Student

Association (HOSA), Science Club, Robotics, and Research and Design. This course will prepare

students to become technological thinkers and innovators through practical applications of

math, science, and technology.

Course Title: Yearbook


In this course students will gain skills in one or more of the following areas: page design,

advanced publishing techniques, copy writing, editing and photography while producing a

creative, innovative yearbook which records school memories and events. There is an emphasis

on journalism skills in this class in addition to social media. Participants gain useful, real world

skills in time management, marketing, communication, writing, teamwork, and design

principles.

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